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4.4 Investigating LLMs

In this lesson, students interact directly with several LLMs to evaluate model performance and think critically about implications of model output for their work, their peers, and for society.

In this lesson, students interact directly with several LLMs to explore differences in model output and performance. Through a guided investigation of LLM responses to different prompts, students learn that LLM output is 1) a probabilistic (answers are different nearly every time) and 2) not based on ground truth. They also learn to build different prompts or prompt frameworks for different purposes.

4.2 Fine Tuning

In this lesson, students do not use LLMs. Instead, then engage in playful, hands-on/unplugged activities that focus on the crucial stage of fine-tuning LLMs, highlighting the human influence on their behavior and output.

4.1 Pre-training

In this lesson, students do not use LLMs. Instead, then engage in playful, hands-on/unplugged activities that aim to demystify how LLMs learn language by exploring concepts like tokenization, vectors, and attention mechanisms. It consists of three activities, each building upon the previous one.

4.0 Intro to LLMs Lesson

In this lesson, students ≥13 use LLMs (i.e., chatGPT, Gemini, etc.) (teachers demo for students <13) to engage in a series of investigations that reveal how different LLMs can output misleading and/or biased information. By exploring and discussing these limitations, learners realize that biased output can be the result of patterns from the data, “hard-coded” or programmed directives from the developers, or personal bias.

ELL Language Support Modification

This modification adds to the discussion of new vocabulary to try to deepen prior knowledge connections to greater support English Language Learners (ELL) with new vocabulary acquisition. Additionally, adding realia to the game supports ELL students.

Career Exploration and Impacts of AI Lesson plan with print Worksheet and Google Form Exit Ticket

Career Exploration and Impacts of AI for post secondary training, 2 year and 4 year degrees. Emphasis on continuing training or traditional education in STEAM careers whether it be an apprenticeship, certificate program, 2 year college, 4 year university or beyond. Emphasis on AI impacts in all fields. Combined Inventory of Me, AI’s Impact, and Roadmap to My Dream Job into a WS (2-3 day portfolio-like). They fill it in along with slides as they go.

Here is the image of a quesadilla with an algorithm creatively written on it. Enjoy the unique blend of culinary art and coding!

Best Quesadilla

I changed the food to be more culturally relevant to our school and our New Mexican culture. Instead of designing an algorithm for the best PB&J, this lesson tasks students with planning the best quesadilla. Our school population is majority Hispanic students who live in Albuquerque and mostly come from the South Valley. They will have more of a connection to quesadillas than to PB&J sandwiches. Optimizing a quesadilla algorithm for stakeholders may be more relevant to their culture and family.

Here is the image of an ethical quesadilla, beautifully presented with ethically sourced ingredients. Enjoy!

Quesadilla Ethical Matrix

For this lesson I changed the food listed to quesadillas (building on the previous lesson, Algorithms as Opinions), I also added a formative assessment to better help students connect to stakeholders in their lives and communities. Students who participate in the previous lesson (Algorithms as Opinions) will be able to carry it forward into a real-world connection by thinking about their out-of-school activity, the relevant stakeholders and their values.

Best Bocadillo

Making the best sandwich instead of PB & J for those who have not experienced PB & J. The reason I made this change is because there is a large Hispanic population in my area who do not make sandwiches with peanut butter and jelly and so a sandwich in general is more relevant to students of diverse populations such as Latinx, Asian, etc.

Ethical Matrix Lesson for Food Deserts

High school (HS)Students: Use ‘Teen’ instead of ‘Child’ Added ‘Store’ instead of ‘Doctor’ Teachers can talk with their students about topics relevant to their lives like: a)workers in the store; b)food available in local stores; c)accessibility of local stores; d) impact on people, supplies, and accessibility of stores

Culturally Sensitive Introduction to Supervised Machine Learning - Is it Frankenstein?

In this lesson students are giving the option to replace webcam images of themselves with webcam images of printed depictions of Dracula and Frankenstein. The training and testing images have been selected to help with the lesson's introduction to algorithmic bias.

Neural Network Moves

These modifications were made to organize the procedure of the neural network game.

Algorithms as Opinions (modified lesson)

This lesson includes modifications to make the lesson more accessible to students from different backgrounds, built in supports for students who have learning disabilities or students who are English language learners, and optional extension activities.

Ethical Matrix Lesson (modified)

This ethical matrix lesson includes modifications from the original to be more inclusive of students from different cultural backgrounds. It also includes modifications to support students with learning disabilities and English language learners in accessing the concepts in the lesson.

Decision Trees - Alien Gathering

Alien Gathering is a modification of the lesson plan 0.4 Decision Trees. In this lesson students begin with an activity in which a decision tree is made for a "Family" of aliens. This activity is intended to be used in one of two ways. It can be used as a substitute for the activity "Pastaland" or as an additional lesson activity used prior to the "Pastaland" activity.

How do GANS Work (modified with cats and dogs)

I changed the rooster fighting to be more appropriate (with cats and dogs). A lot of students don’t understand rooster fighting, and I believe it is illegal in the US. Many students know that dogs and can’t don’t get along. They can still grasp what a generator and a discriminator do. I also changed the artist to Da Vinci

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