English · Year 9

Active learning ideas

The Impact of AI on Information and Media

Active learning works for this topic because students need practice distinguishing AI-generated content from human-created media. Hands-on activities build skepticism and discernment, which are essential when AI blurs authenticity in news and media. This approach turns abstract concerns about bias and deepfakes into concrete, observable patterns.

• ACARA Content Descriptions
• AC9E9LY01
• AC9E9LY02

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 45 min · Small Groups

Jigsaw: AI Benefits vs Risks

Divide class into expert groups on benefits (e.g., efficiency) or risks (e.g., misinformation). Each group researches two examples, then reforms into mixed pairs to debate and summarize key points on a shared digital board. Conclude with whole-class vote on net impact.

Analyze the potential benefits and risks of AI in news generation and consumption.

Facilitation Tip

During the Jigsaw Debate, assign roles explicitly so students take ownership of either AI benefits or risks before sharing with peers.

What to look for

Pose the question: 'Imagine you read a news report about a local event, but it sounds too perfect, with no human errors or opinions. How would you verify its authenticity, and what steps would you take if you suspected it was AI-generated?' Facilitate a class discussion, guiding students to consider source checking, cross-referencing, and identifying AI hallmarks.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Expert Panel
• 30 min · Pairs

Detective Challenge: Spot the AI Text

Provide pairs with mixed human and AI-generated articles on current events. Students highlight clues like repetitive structures or factual errors, score confidence levels, and discuss in small groups. Reveal sources and reflect on detection strategies.

Predict how AI might change the landscape of media literacy and critical thinking.

Facilitation Tip

In the Detective Challenge, provide a mix of AI and human samples, including some intentionally misleading ones, to sharpen detection skills.

What to look for

Provide students with two short news summaries, one clearly human-written and one subtly AI-generated. Ask them to identify which is which and list 2-3 specific textual clues that led them to their conclusion, such as unusual phrasing, lack of emotional depth, or repetitive sentence structures.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 03

• Expert Panel
• 50 min · Small Groups

Ethics Role-Play: Newsroom Dilemma

Assign roles like editor, AI developer, and consumer in small groups facing a deadline with AI content. Groups script and perform decisions on disclosure, then critique peers' choices against ethical guidelines. Debrief as whole class.

Evaluate the ethical considerations of using AI-generated content without disclosure.

Facilitation Tip

For the Ethics Role-Play, assign roles in advance so students prepare arguments using the ethical frameworks you’ve introduced in class.

What to look for

On an index card, have students write one potential benefit and one potential risk of AI in news reporting. Then, ask them to suggest one rule or guideline that news organizations should follow regarding the use of AI-generated content.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 04

• Expert Panel
• 35 min · Individual

Future Forecast: Media Timeline

Individuals brainstorm AI's media changes in 2030, then pair to merge ideas into a collaborative timeline poster. Groups present predictions, justifying with evidence from class learnings.

Analyze the potential benefits and risks of AI in news generation and consumption.

Facilitation Tip

During the Future Forecast timeline activity, ensure students ground their predictions in current AI capabilities to avoid science fiction speculation.

What to look for

Pose the question: 'Imagine you read a news report about a local event, but it sounds too perfect, with no human errors or opinions. How would you verify its authenticity, and what steps would you take if you suspected it was AI-generated?' Facilitate a class discussion, guiding students to consider source checking, cross-referencing, and identifying AI hallmarks.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling skepticism. Show students how to dissect AI-generated text for tone, structure, and bias. Use real-world examples, like AI-written news reports, to ground discussions. Avoid lecturing about deepfakes—let students discover the subtle cues themselves through structured activities. Research shows that active detection practice leads to better retention than passive warnings.

Successful learning looks like students confidently identifying AI hallmarks in text, images, and video, and articulating clear ethical concerns when AI tools are misused. They should be able to debate benefits and risks with evidence, not just opinion. This shows they have moved from passive awareness to critical engagement.

---

Watch Out for These Misconceptions

• During the Detective Challenge: Spot the AI Text, students may assume AI-generated content is always flawless and human-like.

  Use the Detective Challenge to contrast AI outputs with human writing. Direct students to highlight inconsistencies such as repetitive phrasing or unnatural transitions, then discuss how training data influences these patterns.

• During the Jigsaw Debate: AI Benefits vs Risks, students might believe AI tools are neutral and unbiased by default.

  Frame the debate by having each group analyze a real AI news tool’s output for bias. Use their findings to redirect the discussion toward accountability and transparency in AI development.

• During the Ethics Role-Play: Newsroom Dilemma, students may think ethical issues only arise when AI makes obvious mistakes.

  Use the role-play to surface nuanced dilemmas, such as whether to disclose AI use when the output seems correct. Debrief by connecting their decisions to real-world media trust issues.

---

Methods used in this brief

• Jigsaw
• Expert Panel