ClassLattice guide

A teacher’s checklist for reviewing AI lesson drafts

Teacher review means you can inspect a draft, change it, reject it, and decide what reaches students. Use this checklist on a lesson, worksheet, or assessment before classroom use. It helps organize a review; it does not certify accuracy, standards alignment, or legal compliance.

Which information should the assistant use?

Start with the learning goal and the source material needed for the task. Check that the assistant is using the intended course, standard, and document version. Use only approved workflows for private learner records.

Identify the source and the version you intend to use.
Check quoted facts against the original source.
Verify that the selected standard is from your adopted framework.
Remove names and private learner details from a general prompt.
Check that any external connection is authorized for this work.

How do I catch a plausible but wrong answer?

Work through the task without relying on the generated answer key. Check intermediate reasoning as well as the final answer.

Check each calculation, unit, label, and answer option.
Look for ambiguity: does 15 cups mean total mixture or one ingredient?
Update both the student material and answer key when correcting a question.
Review alternative valid answers rather than treating one generated phrasing as the only acceptable response.

Prepared example: a recipe uses 2 cups of concentrate and 3 cups of water. A draft proposes 8 cups of concentrate and 7 cups of water for a 15-cup mixture. The total is correct, but the ratio is not. One batch has 5 cups, so 15 cups requires 3 batches: 6 cups of concentrate and 9 cups of water.

Will the draft work for this class?

Check whether students can understand the directions and show the intended learning. Adapt the presentation or support while keeping the learning goal visible.

Read the instructions aloud and remove unnecessary jargon.
Check font size, contrast, reading load, and usable space for answers.
Use a diagram or sentence frame when it supports the goal.
Check that an accommodation reflects the learner’s approved support rather than an AI assumption.
Try the activity within the time available, including instructions and review.

What can I approve, and what remains my decision?

Decide explicitly whether to use, edit, or discard the draft. Review learner work before assigning grades, making a mastery judgment, choosing a support, or sharing a family message. Do not let an AI summary stand in for the original evidence.

Keep the original student response available during review.
Separate an observed mistake from a hypothesis about why it happened.
Check the recipient and content before sharing.
Record the reviewed version and the next teaching action you chose.

What if generation or saving is interrupted?

Confirm what actually saved before retrying. An output appearing on screen does not by itself prove that the latest edit was stored. Reopen the saved material and compare it with the version you reviewed.

Check for a clear saved, pending, or failed state.
Keep your existing material until the new version is confirmed.
If another person edited the material, review the differences before replacing their work.
Do not approve or share an incomplete draft simply because generation finished.

What can I copy into my review notes?

Use the following template for your own record. Fill it in after checking the actual material; a checked box is not evidence that a review happened.

Learning goal and adopted standard: ___
Source and version: ___
Answers independently checked: ___
Accessibility or support changes: ___
Private information removed or handled in an approved workflow: ___
Changes made to the draft: ___
Decision (use / revise / discard): ___
Saved version and next teaching step: ___