Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Reliability Lab Day 5 — Model Card + Release Decision

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

Reliability Lab Day 5 — Model Card + Release Decision

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

Daily Learning Contract

Topic: Evidence-based model release decisions

Objective: Students will synthesize reliability evidence, model limitations, and error costs to justify a release, revision, restriction, or rejection decision.

TEKS:
  • §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.
  • §126.19(c)(7) — The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and publish data from a product or process to persuade an intended audience.

Demonstration of learning: Completed Case File and a 60-second briefing that cites at least two findings, one limitation, the decision, and a specific next action.

Before class

Time: One class period

Student route:
Day 5: Model Card + Release Decision

Use what already exists: Model Reliability Case File PDF/DOCX; completed week evidence.

Lesson flow

  1. Launch: Revisit the difference between a good demo and a justified release.
  2. Model: Model an evidence-based recommendation with a named limit.
  3. Do: Teams finish the model card and rehearse a sixty-second briefing.
  4. Check + support: Use claim/evidence/limit/recommendation criteria and sentence frames.
  5. Close + handoff: Collect the Case File, hear briefings, and transition to AI's social consequences.

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.