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A familiar text may feel learned. A more useful check is to close the source and try to explain the concept in your own words.
Read a concept and its explanation.
Write two sentences without your notes.
Identify and correct a missing connection.
Which concept from your last lesson can you explain without looking?
When studying water movement across a cell membrane, predict the direction first. Examine the model, then explain the direction and your reasoning without the screen. A wrong answer is a starting point for feedback.
In which direction will water move?
Examine the conditions in the model.
What evidence changed your thinking?
Is naming the right direction the same as explaining the right reason?
Returning to a question on another day creates a different learning opportunity from repeated reading in one sitting. Test yourself with a new example and revise your explanation after feedback.
Explain the concept in your own words.
Retrieve it again with the source closed.
Apply the knowledge and check it.
When will you revisit this concept, and with which question?
Ask AI to generate a first-year question, wait for your answer and give feedback on your reasoning. Keep the thinking and the final decision with the learner.
Ask the tool not to reveal the answer yet.
Build the reasoning in your own words.
Compare the advice with sources and the goal.
Which task will you give to the tool, and which thinking will you do yourself?
Check important claims in the original source. Verify its existence, date and whether it actually supports the claim. Do not share patient or personal data. Disclose the tool, prompt and human revisions.
Verify title, authors and link.
Read the relevant finding in context.
Record uncertainty and human corrections.
Does a working link prove that the claim beside it is correct?
Students take responsibility for learning decisions. Teachers provide guidance and feedback. The institution supports access and a safe learning environment. Define an observable action for each role.
Predicts, verifies and revises.
Guides with questions and reviews reasoning.
Provides access, resources and a safe setting.
What concrete task does each participant have in your design?
Choose a committee-block topic with your group. Design what the learner should be able to do, how they will practise and what product will demonstrate learning. Then examine who carries responsibility.
What will the student be able to do?
What thinking and practice will they carry out?
How will you observe success?
Who is doing the thinking in this design?
← →: change slide · Home / End: first / last · Esc: leave presentation mode. Lecture: replace the first two slides with A learning experiment (90 sec) + a 30-sec transition, then return to slide 3. Workshop 1: AI and evidence within the opening 5 minutes. Workshop 2: Responsibility and design within the opening 5 minutes. Include these in the existing plan.
Classroom learning material prepared for Dr. Birsen Bilir Özdemir. Logo: original file from the university’s official corporate logo page. No institutional approval or accreditation is claimed.