Class 10 — Final Challenge Presentations
Date: TODO · Slides: TODO
The Final Challenge
Section titled “The Final Challenge”Students use AI to complete or learn something meaningful, then present the process rather than only the final product. Two tracks, same rubric:
- Academic track — a real learn-something project: a concept from another class, a study-guide system, a story with student revision, a budget trip or meal plan, a small automation/coding project, or a hallucination investigation.
- Career track — run a full mock job search with AI for a fictional candidate (or real, if they’re brave): shortlist → resume → cover letter → interview prep → verified career profile.
Work may be finished during Classes 7–9 time or as homework; presentations happen today.
Presentation must include
Section titled “Presentation must include”- The original task or question.
- The first prompt.
- How the prompt changed over time.
- What the AI did well.
- What the AI got wrong or left out.
- What the student verified independently.
- What the student personally added or improved.
- What the student would do differently next time.
- Which of the Seven Questions mattered most for this task — and why they can answer YES to Question 7: they own the outcome.
Agenda (60 min)
Section titled “Agenda (60 min)”| Time | Block |
|---|---|
| 0–5 | Set-up + rubric on screen. |
| 5–50 | Presentations: ~5 min each (3 present, 2 Q&A) — scale format to class size; poster-session style works for 20+ students. |
| 50–58 | Audience students score one presentation per rubric row (they’re learning the standard). |
| 58–60 | Close on the capstone question. |
Grading rubric (from the presentation list)
Section titled “Grading rubric (from the presentation list)”| Criterion | Looking for |
|---|---|
| Iteration shown | Prompts visibly improved across drafts |
| Verification evidence | At least one claim checked against a primary source |
| Honest attribution | Clear line between AI output and student contribution |
| Reflection | Says something true about dependence vs. capability |
The capstone question
Section titled “The capstone question”How can you use AI to become more capable without becoming more dependent?
Leave them with the class’s short answer, earned over ten weeks: AI does the parts you’ve already proven you can do; you do the parts you’re still growing into; and you own the outcome either way.
Teacher notes
Section titled “Teacher notes”- Collect prompt logs before presentations — the log + the talk together are the final grade.
- Keep one photo of the best presentation per year; it’s the syllabus’ best ad.