Irving Independent School District Smart Solutions

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Facilitator Guide: AIR Unit 0 Day 4 — Train, Test, Improve

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TEACHER ONLY · LESSON GUIDE

AIR Unit 0 Day 4 — Train, Test, Improve

Use this page to run the lesson. The student item directly below remains the independent and absence route.

Daily Learning Contract

Topic: Training, testing, and improving a model

Objective: Students will analyze test results from an image model and apply the evidence to improve its training data and define an appropriate human check.

TEKS:
  • §126.19(c)(3)(B) — discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and
  • §126.19(c)(6) — The student uses digital tools to transform data, make inferences, and predictions. The student is expected to use digital tools in order to transform data, analyze trends, and predict possibilities and develop steps for the creation of an innovative process or product.

Demonstration of learning: Mission Log page 3 with two balanced classes, three unseen tests, recorded results, one evidence-based improvement, and one human-check rule.

Before class

Time: One class period

Student route:
Day 4 · Train, Test + Improve a Model

Use what already exists: AIR Unit 0 teacher deck; Mission Log DOCX/PDF; current classifier activity.

Lesson flow

  1. Launch: Ask students to predict whether a tiny or repetitive dataset will work.
  2. Model: Demonstrate the difference between training examples and unseen test examples.
  3. Do: Students train, run three new tests, and record results on Mission Log page 3.
  4. Check + support: Require evidence rather than 'it was wrong'; use a test-log table and device-role pairs.
  5. Close + handoff: Collect the improvement claim and preview connecting all parts of the smart system.

Check before students leave

Ask each student or team to point to the specific evidence named above and explain one choice, test, or revision. Completion alone is not evidence of understanding.

Support + troubleshooting

Scaffold: Keep the visual task sequence visible, assign purposeful partner roles, and use the sentence stems on the student page before simplifying the task.

When stuck: Ask students to show the exact step where the system stopped, then check setup, inputs, and saved work before replacing the task.