The learning design we chose is experiential. Experiential learning engages learners “intellectually, emotionally, socially, soulfully and/or physically and creates a learning task that is authentic.” (Association for Experiential Education, n.d.). The AEE further explains that experiential learning is personal and forms the basis for future experience and learning. 

This is reflected in our learning resource because our activities are an active process of exploration and application. Rather than being shown or told about how generative AI can be used to lesson plan, our tool provides an opportunity for teachers to be guided through a series of interactive activities that require them to experiment with AI prompts in a relevant context. For example, activity 2 involves prompting AI with a series of questions, each time becoming more specific, and then comparing results to one another.

Our design templates also involve direct instruction as some of them provide teachers with exact formulas for prompting AI. According to Main (2021) direct instruction “emphasizes explicit teaching, carefully sequenced lessons, and small learning increments” because clear instruction reduces the chance of misinterpretation. In our resource, this approach is reflected in the use of pre-laid-out templates that guide teachers step by step. Activity 1 for example, involves little inquiry or open-ended exploration, as they are designed to build foundational understanding and ensure clarity before teachers move on to more creative, exploratory tasks.

Our rationale for a combination of these approaches is to build teacher confidence while encouraging creativity. The use of direct instruction provides a clear framework proven to be successful when lesson planning. This structure reduces confusion and is a strong starting point, especially for those new to AI. Once this foundational understanding is set, experiential learning allows teachers to experiment with what they learned, deepening their understanding of genAI. 

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