by Torrey Trust , University of Massachusetts Amherst ; Robert Maloy, University of Massachusetts Amherst ; Chenyang Xu , University of Massachusetts Amherst ; & Kael Pelletier , University of Massachusetts Amherst

Abstract

Generative artificial intelligence (GenAI) technologies can offer vast professional resources for teachers, empowering them to differentiate their practice, create curricular materials, and generate lesson plans for any topic. But should these novel tools to generate classroom activities and learning experiences be trusted? This study investigates 310 AI-generated lesson plans, featuring 2,230 learning activities, created by ChatGPT, Gemini, and Copilot for the 53 content standards mandated in the Massachusetts eighth-grade United States and Massachusetts Government and Civic Life curriculum. The AI-generated plans were evaluated for impacts on student thinking skills using Bloom’s Taxonomy and inclusion of diverse content using James Banks’ Four Levels of Integration of Multicultural Content Model. Analysis of the data revealed that the AI-generated lesson plans rarely cultivated higher order thinking or introduced diverse perspectives in each lesson. Regarding the potential of GenAI to support teachers with instructional tasks, we recommend that teachers critically evaluate and revise AI-generated lesson plans to provide more expansive, creative, and critical learning experiences.