Course Series
Intelligent Inquiry – The AI Workshop
Children learn to write clear AI requests, critically evaluate answers, and interact safely with AI.
Didactic Concept
This course series systematically introduces a reflective approach to working with AI, gradually building central competencies in the areas of prompting, critical evaluation of AI answers, and responsible use. Progression starts from formulating clear requests, proceeds to targeted control of AI explanations, and culminates in critical examination and ethical classification of results. Active engagement with one’s own formulations, their effects, and deliberate revision are at the center. Theory and application are closely intertwined as each unit conveys concrete action strategies for direct use with AI.
For teachers, the series offers a clearly structured introduction to an up-to-date topic with transparent competence development and immediately usable teaching modules. The modular design allows for flexible integration into different teaching contexts while maintaining clearly defined learning objectives.
Competence development
- Precise formulation of KI requests taking into account the target group, length, and purpose
- Adaptation and control of KI explanations through targeted follow-up questions and subsequent requests
- Critical evaluation of KI responses (distinguishing between facts and opinions, recognizing subjective language)
- Development of strategies for checking and improving KI results
- Aware and safe handling of KI in terms of data protection and fair use
Structure of the series
Good requests: clear instead of unclear
Goal: Children recognize what makes a request (Prompt) clear and improve it with three building blocks: target group, length, purpose. Words: Request, Answer, Clear/ Unclear, Target Group Reminder Phrases: "The more precise my request, the better the answer." and "I determine how much I need - not the KI." Safety: Do not enter personal data (name, address, school, photos).
This module lays the foundation for the entire series by introducing central principles for precise prompting. Learners develop an understanding of the effect of formulations and work out basic structuring strategies. This creates the basis for all further modules.
The AI explains it to me
This learning unit trains three core skills for the meaningful use of KI in teaching: (1) Formulate explanation requests tailored to your own level, (2) Ask tips instead of solutions, (3) Improve answers with short follow-up requests. Focus: think for yourself, ask questions, don't copy.
Building on the basics, strategies are developed here for differentiated control of KI responses. The focus is on active use of KI as a learning tool rather than a solution provider. The ability to target feedback deepens understanding of iterative work processes.
Is that really true? – 3 Lessons for KI Skepticism
Goal: Children develop a healthy skepticism towards KI responses. KI can be wrong: Check answers and ask for security. Fact vs. Opinion: Sort statements and ask the KI to clearly distinguish between them. Words that color: Recognize and guide the KI to neutral language. Note: Do not enter personal data (full name, address, school, photos).
In this section, a critical perspective is systematically built up. Learners develop strategies for checking information and distinguishing between facts and opinions. This promotes a reflective approach to KI results.
Safe and fair with KI
This unit guides children step by step to a safe and honest handling of KI: (1) Private vs. public information (with sorting and rewriting tasks), (2) realistic understanding of KI as a tool (myths check and usage areas sort), (3) fairness when using KI (traffic light system, labeling, own rules). The tasks are designed so that children actively formulate, rewrite, and justify.
The final module expands the professional competencies to include ethical and security-relevant aspects. Learners reflect on the responsible use of KI and develop rules for their own handling. This turns the series into a comprehensive concept for KI competence.
Contents at a glance
Writing good tasks: clear instead of unclear
| Content | Focus | Duration |
|---|---|---|
| Good tasks – good answers | Difference between clear and unclear tasks; clarification through target group, length, and purpose | 18 minutes |
| Who am I writing the task for? | Definition of the target group and adaptation of linguistic complexity | 18 minutes |
| Good tasks: How long should the answer be? | Determination of the answer length and targeted inquiries for adjustment | 18 minutes |
The KI explains it to me
| Content | Focus | Duration |
|---|---|---|
| The AI explains it to me: How does the explanation fit you? | Adapting explanations by target group, examples, and length limits | 18 minutes |
| Tip instead of solution: How to ask the AI correctly | Formulating tasks for supportive hints instead of complete solutions | 18 minutes |
| Follow-up tasks: Again, but differently | Targeted improvement of answers through short follow-up tasks | 18 minutes |
Is that really true? – 3 lessons for AI skepticism
| Content | Focus | Duration |
|---|---|---|
| Is that really true? Tasks to verify | Formulating verification tasks and requesting evidence | 18 minutes |
| Fact or opinion? The AI should say it clearly | Distinguishing and labeling facts and opinions | 18 minutes |
| Words that color: Say it neutrally | Recognizing and avoiding subjective or evaluative language | 18 min |
Safe and fair with AI
| Content | Focus | Duration |
|---|---|---|
| Safe task for the AI: Private or public? | Distinguishing between private and public information | 18 min |
| Better tasks for the AI (tool, not friend) | Reflection of the AI as a tool and improvement of tasks | 18 minutes |
| Safe and fair with AI: Honestly say when AI has helped | Transparent labeling of AI usage and fairness rules | 18 minutes |
The structured sequence of modules enables a clear progression from basic to reflected action competencies and is flexible to use.
Take advantage of the opportunity to test the series in your own teaching and adapt it specifically to your learning group.