TL-002 · for teachers
- Groep 7 and 8
- 15–20 minutes for all three levels
- How a machine writes by predicting the next word, and why sounding right is not the same as being true
- After the worksheets “What comes next?” (WS-L5-2A to 3B)
- No account, nothing saved or sent
Open the activity Open worksheet 2A
What pupils do
What it teaches, and why it is true of real AI
How NEXT works
NEXT and real chatbots
| NEXT | Real chatbots | |
|---|---|---|
| What it looks at | ||
| What it learned from | ||
| What it stores | ||
| Units | ||
| Picking a word | ||
| After training |
What we simplified, and why
What it does not teach
In class
Sources
- Shannon, C. E. (1948). A mathematical theory of communication. Bell System Technical Journal, 27(3).
- Jurafsky, D. & Martin, J. H. Speech and Language Processing, chapter 3: N-gram language models (3rd edition draft).
- Walan, S. (2024). Primary school students' perceptions of artificial intelligence – for good or bad. International Journal of Technology and Design Education.
- Liu, H. & Tang, Z. (2025). Understanding teenagers' mental models of generative AI: insights from drawings and interviews. Proceedings of the Association for Information Science and Technology, 62(1).
- Ennion, M. (2025). Generative AI in English sixth form education: student use, perceptions, and literacy gaps. Preprint, Research Square.
- Dodge, M. M. (1865). Hans Brinker; Or, The Silver Skates. Project Gutenberg #764. Andriessen, P. J. De zilveren schaatsen. Project Gutenberg #60777.