🎬 VIDEO SCRIPT — “GenAI: Benefits & Risks”
GENERATIVE AI GUIDE — CHAPTER 1
#GENAI #Benefits&Risks
🟩 1. HOOK (0:00–0:06)
VO:
“Generative AI can supercharge learning — but it can also mislead, bias, or even emotionally hook our students. How do we use it wisely?”
On-Screen Text:
GENERATIVE AI GUIDE — CHAPTER 1
#GENAI #Benefits&Risks
🟩 2. WHAT IS GENERATIVE AI? (0:06–0:20)
VO:
“Generative AI tools like ChatGPT, Perplexity, and Claude create new content from our prompts — text, images, music, even video. They’re powered by Large Language Models trained on huge amounts of data.”
On-Screen Text (key words popping in):
GenAI = Generates:
• Text ✍️
• Images 🎨
• Music 🎵
• Video 🎬
🟩 3. WHY GENAI IS DIFFERENT (0:20–0:40)
VO:
“Unlike older EdTech or rule-based AI, GenAI does two things differently:
One — it predicts text probabilistically, so it can sound confident but still be wrong.
Two — it feels human-like, which can make users trust it too much.”
On-Screen Text:
2 Big Differences:
1️⃣ Probabilistic guesses
2️⃣ Human-like chat
🟩 4. PROBABILISTIC OUTPUTS – EXAMPLE (0:40–0:58)
VO:
“If you ask, ‘What’s the capital of France?’, it will almost certainly say ‘Paris’ — that’s common in its data.
But ask, ‘What does Napoleon think about climate change?’ and it will still answer — even though Napoleon never lived to see it. The AI is guessing, not remembering facts.”
On-Screen Text:
✔ Simple, common = usually accurate
⚠️ Unusual / made-up = confident, but may be wrong
🟩 5. HUMAN-LIKE INTERACTIONS – EXAMPLE (0:58–1:18)
VO:
“Now imagine a student chatting with an AI that always replies warmly:
‘Don’t worry, it’s not you.’
‘I missed you.’
Over time, it can start to feel like a friend — or even a sentient being — even when it gives biased or inappropriate responses.”
On-Screen Text:
Friendly ≠ Trustworthy
Warm tone can hide:
• Errors
• Biases
• Inappropriate content
🟩 6. BENEFITS IN THE CLASSROOM (1:18–1:38)
VO:
“Used well, GenAI can be a powerful ally in teaching and learning. It can:
Explain complex ideas at different levels,
Give instant feedback,
Help students brainstorm, draft, and revise,
And generate lesson materials — from quizzes to images to HTML5 interactives.”
On-Screen Text:
GenAI can help:
✅ Explain concepts
✅ Give quick feedback
✅ Brainstorm & draft
✅ Create teaching materials
🟩 7. KEY RISKS (1:38–2:05)
VO:
“But there are real risks we must guard against:
Students over-relying on AI and losing chances to think independently.
Narrow or biased training data reinforcing stereotypes.
Reduced diversity of views if everyone leans on the same AI-generated answers.”
On-Screen Text:
Risks to watch:
⚠ Cognitive offloading
⚠ Loss of independent thinking
⚠ Reinforced bias & stereotypes
⚠ Less diversity of views
🟩 8. MOE’S POSITION ON AI IN EDUCATION (2:05–2:32)
VO:
“MOE’s position is clear:
Singapore will teach students about AI, to use AI, and with AI.
Educators will blend AI with other approaches, when it benefits learning.
Guardrails and scaffolds must be in place to reduce misuse and protect development, especially for younger students.”
On-Screen Text:
MOE’s Position:
• Teach about AI
• Use AI + other approaches
• Put guardrails in place
• Age-appropriate use
🟩 9. STUDENTS AT THE CENTRE (2:32–2:55)
VO:
“Student learning stays at the centre. AI should support — not replace — thinking.
Students need to understand when and why they use AI, and be transparent about it in their work. AI must never become a crutch that hides who is really doing the thinking.”
On-Screen Text:
Students at the Centre:
🎯 Keep agency
🎯 Be transparent
🎯 AI supports, not replaces learning
🟩 10. PEDAGOGY FIRST, AI SECOND (2:55–3:20)
VO:
“Good pedagogy comes first. AI should amplify, not replace, teachers.
Before using GenAI, ask:
Does this help achieve my lesson or assessment objectives?
Is this aligned to key applications of technology — like personalisation, scaffolding, metacognition, and Assessment for Learning?”
On-Screen Text:
Pedagogy First:
✔ Clear outcomes
✔ Intentional design
✔ AI aligned to KAT (e.g. personalisation, scaffolding, AfL, metacognition)
🟩 11. TEACHERS IN / OVER THE LOOP (3:20–3:40)
VO:
“Teachers remain vital.
In-the-loop: you review and edit AI output before students see it.
Over-the-loop: students interact directly with AI, but you supervise usage, check logs, and intervene when needed.”
On-Screen Text:
Teacher-in-the-loop 👩🏫
= Review, edit, control delivery
Teacher-over-the-loop 👀
= Monitor, supervise, intervene
🟩 12. CLOSING (3:40–3:55)
VO:
“GenAI can transform teaching and personalise learning — if we use it critically, ethically, and with students’ holistic development in mind.”
On-Screen Text:
GenAI + Teaching:
🌱 Potential + Risks
🧠 Think critically
🧑🏫 Pedagogy first
👧🧒 Students at the centre
GENERATIVE AI GUIDE CHAPTER 1
#GENAI #Benefits&Risks
GenAI output is probablistic and
follows statistical patterns in its
training data
This means that AI might give wrong, biased
or inappropriate responses based on its
training data.
Human-like interactions may mean that
people may form emotional attachment
to AI and trust everything AI says.
When asked ‘what’s the capital of France’, AI will likely
say ‘Paris’, since that’s the most common answer in its
data.
But, if asked something unusual or unique, like ‘What
does Napoleon think about climate change?’, the AI
would try to guess and give a confident-sounding but not
necessarily correct answer.
Imagine a student chatting with an AI tool which
always responds patiently with encouragement to
every question, like ‘Don’t worry, it’s not you!’ or ‘I
missed you’.
The warmth and fluency of AI can make it feel like a
trustworthy sentient being, even when it’s gives wrong
or inappropriate outputs.
How can GenAI help in the classroom? What are some risks we need to watch out for?
To explain complex topics or provide instant feedback Loss in diversity of views
To assist students in brainstorming, drafting, revising or
editing
Deprivation of opportunities to think independently and
critically
To generate different types of lesson materials, e.g. images,
songs, videos, HTML5 interactives
Reinforced biases or stereotypes
Compared to past EdTech tools and other types of AI, there are two key differences to note:
More human-like interactions
between user and technology
Since the launch of ChatGPT in November 2022, the development of GenAI tools has been fast and
furious. The barrier of entry has been reduced, and a large range of GenAI tools is within easy reach of
both teachers and students. These AI tools bring about new potential for education along with increased
risks. As educators, we must maintain an informed perspective of its capabilities and limitations to
monitor its impact on students’ holistic development and equip students to use AI wisely.
Generative AI (GenAI) tools are able to generate new content in response to text
input from users, including images, music, and videos. Prominent examples of such
tools include ChatGPT, Perplexity and Claude. GenAI, a type of AI, is powered by
Large Language Models (LLM), which are built by training on huge quantities of data.
GUIDANCE ON USE OF GENERATIVE AI TOOLS
for teaching & learning, and their limitations
Correct as at 26 Nov 2025
What is different about GenAI-powered Tools?
What are Generative AI Tools?
How has GenAI impacted education?
Official (Closed) \ Non-Sensitive
GenAI can have transformative power to augment teachers’ capabilities
and personalise education for students, if used critically and responsibly.
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Key Principles for Safe and Fit-for-Purpose Use of GenAI in the Classroom
These principles provide guidance to the fraternity on the use of GenAI tools. This guidance will evolve with
the latest technological developments, and as we develop a deeper understanding of the capabilities and
limitations of the technology and its impact on teaching and learning.
MOE’s Position on AI use in Education
Correct as at 26 Nov 2025 Official (Closed) \ Non-Sensitive
Singapore will teach students
about AI, to use AI and learn with
AI in schools and IHLs.
Educators will use AI, blended
with other approaches, when it
is beneficial for students’
learning.
Guardrails and teaching
scaffolds are to be put in place
to mitigate the misuse of AI
and negative impact on
learning and development.
There will be light and
supervised use of AI for younger
students. Use of AI must be age
and developmentally appropriate.
Older students will learn to
harness AI ethically to augment
their capabilities
in life and at work.
Schools and IHLs will enhance
the teaching of other skills
needed by students to thrive
in an AI world.
Students at the Center
Keep student learning as the goal; maintain student agency
Learning is a process of discovery, not a race to the finish line. AI can make this journey more personalised and engaging by adapting
to student's needs. Teachers remain key in ensuring that the learning experience is developmentally appropriate for students.
Build students’ AI literacy and co-construct expectations on use of AI with students to deepen sense of self-directedness
Students should understand when to and why they're using AI, make intentional decisions on how to use it, and retain control over
their learning process. To encourage students to use AI wisely, teachers need to help students understand:
the ways students should engage with AI, and how AI should be used to support learning rather than be misused, and
the need for transparency in the use of AI in their school work (e.g. homework, projects, coursework, assessments). Students
should remain in-charge of their learning and AI should not become a crutch.
Review student-chatbot logs to better understand student behaviour and intervene if necessary.
Pedagogy First
Good teaching and learning must come first, enabled by skilful use of AI
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Design the lesson thoughtfully with e-Pedagogical considerations and/or assessment
principles in mind
AI use should amplify existing good practices, and not replace the teacher’ role. Before using GenAI
in the classroom, ask if it:
will achieve intended lesson outcome(s) and/or assessment objective(s), and
is in line with T&L guidelines such as the Key Applications of Technology (KAT), which explain
how learning processes can be enhanced by technological affordances
Make learning design considerations when developing customised GenAI-powered tools
Teacher developers should embed system prompts that prevent cognitive offloading, and address
safety risk categories such as Danger, Sexual, Profanities, Hateful and Self Harm. Refer to the AIEd
Implementation Guide and Checklist (p.11, on Intranet) for the full list.
GENERATIVE AI GUIDE CHAPTER 1
GUIDANCE ON USE OF GENERATIVE AI TOOLS
for teaching & learning, and their limitations
P
Personalisation
Enable
Scaffolding S
Embed
S
Scaffolding
AfL
Support
Assessment
for Learning
Conceptual
Change
Conceptual
Change PPersonalisation
Enable Conceptual
Change
Conceptual
Change
CC
Foster Af
Inc
S
r
u
e
p
a
p
se
ort A
M
M
otivation
fL
Support
D
Differentiation
Provide
Learning
Together
LT
Facilitate
Metacognition
Develop M
Key Applications of Technology
are design guidelines on how
learning processes are enhanced
with the affordances of
technology.
To assist in lesson design and preparation:
Prompt: Suggest a lesson plan to teach the concept of
place value with decimals to Primary 4 students based
on the following information [insert text from
curriculum resource as reference for the AI tool to
ensure alignment with syllabus].
Suggest an initial draft of a lesson/unit plan
to teach a specific topic and to customise
resources and activities for students with
different readiness levels.
Generate a list of causes and effects of an
event for students to analyse, to develop
skills such as critical thinking and
evaluation.
Prompt: Using the following information / URLs [use
curriculum aligned information sources to ensure
alignment with syllabus]... Explain the causes and
effects of World War II in the Asia Pacific. Rank the
causes and effects in order of importance and include
the rationale for the rank order.
Prompt: Summarise in 100 words the contents of this
webpage: https://www.bbc.com/future/article/20230120-
how-gut-bacteria-are-controlling-your-brain
Summarise online or offline content to
highlight key points for teaching
summarising strategies.
3
Correct as at 26 Nov 2025 Official (Closed) \ Non-Sensitive
Teacher-in-the-loop
Involves teacher mediation, exercising professional judgment to shape and guide the use of AI in
teaching and learning. Teachers remain the key decision maker by reviewing, editing, and
controlling delivery of AI outputs to students.
Teacher-over-the-loop
Involves automating teaching practices, while maintaining close supervision over the AI tool used.
Students are allowed to interact directly with a pre-selected AI tool without direct teacher
mediation. For further guidelines, check out the AIEd Primer Module for Teachers (OPAL).
Teachers play a vital role in mediating the use of AI.
For ideas on building students’ metacognition,
check out this bite-sized resource!
Identify errors in students’ work.
To assist in assessment for learning:
Prompt: Suggest an open-ended question using the
following words: ‘air molecule, pressure, collision,
container’
.
Suggest a multiple-choice question with
distractors.
Suggest an assessment question from a
given set of words/phrases.
Prompt: Generate a set of 5 choices and distractors for
the following question: ‘Explain why rainfall and
temperature differ between tropical equatorial and cool
temperate climates’
, using the following information
[insert text from curriculum resource to ensure alignment
with syllabus]. Select all the options that are relevant to
this question.
Prompt: What are the language errors in this paragraph?
For ideas on how to use AI for assessment, check
out Chapter 3!
To assist in administrative tasks:
Write the first draft for school publications,
presentations and other non-T&L-related
materials based on a set of information.
Prompt: Write a school letter to parents using the
information: Sec 2 students visiting the National
Museum; Week 6 (8–10 Feb); part of CCE curriculum; to
explore Singapore’s history; connections between past
lived experiences and their lives; for history students,
the trip is part of a historical investigation project.
For ideas on how to AI productivity, check out
Chapter 2!
For Teachers
E.g.
Schools should share with parents how AI tools may be used in T&L as well as their benefits and limitations*
. This would
also address the age advisory requirements of platforms stated in their Terms of Service, which may require parental
consent for minors. This could be done via the platforms below:
Schools should also have avenues for parents to raise their concerns on the use of these tools and inform parents
of these avenues. Where parents have voiced their concerns and expressly do not want their child to use an AI tool
which requires parental consent (such as ChatGPT), the school should not allow the student to use the tool. Schools
may also share this infographic for parenting tips to support a child’s use of GenAI.
*risks include possible inaccuracies which may cause the spread of misinformation, and biases in AI’s generated output
Parent briefing (e.g. Start-of-year briefing on school’s T&L approaches, PDLP Parent Engagement, cyberwellness talks)
Parent newsletter
How can schools engage parents on the use of AI tools
3
POTENTIAL APPLICATIONS OF
TEXT-BASED GENERATIVE AI TOOLS
GENERATIVE AI GUIDE CHAPTER 1
Suggest improvements as they practice
writing. These supports can gradually be
reduced as the students’ confidence and
writing proficiency grows.
To provide scaffolds to support their self-
directed learning:
Prompt: Suggest metaphors that can be used to
describe the characters vividly in this paragraph:
[Insert the paragraph...] and explain why these
language choices are appropriate.
Suggest different starting points for creative
work.
Prompt: Suggest a list of possible recycling projects
I can do at home ...
As a sounding board for ideas:
Create an initial draft for students to
improve (e.g., by adding more points or
citing new evidence).
Prompt: Suggest a paragraph to explain how over-
exercise can be detrimental to long term health ...
Acting as a digital knowledgeable other:
Prompt: Explain the different types of chemical bonds
based on the following information [insert the URL/text
from a trusted website (e.g., recommended by the
teacher)] Simplify the explanation.
4
Correct as at 26 Nov 2025 Official (Closed) \ Non-Sensitive
Act as a reflective tool that helps students
observe and assess their own thinking
patterns by providing personalised
questions, hints or suggestions based on
their responses
Prompt: Can you ask me questions to help me explore
my assumptions in my argument/code?
Prompt: I’ll tell you how I solved this. Can you give
feedback on my approach and my blindspots?
For Students
Create images to illustrate students’
imagined prototype and/or solution.
As an image generator:
Did you know?
Authorial works (e.g. artistic, literary, dramatic, and
musical) are protected by copyrights only if they
have:
Explain concepts that students want to
explore. Gen AI can simplify and generate
different versions of the explanation to aid
comprehension.
Prompt: Create a 3D mockup of an automated
sorting recycling bin categorising garbage at a void
deck.
A Human Creator Proof of
Original Thought
To ensure that students demonstrate their own
thinking, remind them to use prompts that are do not
explicitly copy existing works and to cite their use of
AI appropriately and record their prompts.
To learn more about the use of Multimodal
GenAI tools, check out Chapter 4!
Example prompt template:
Create a [image type – photo, illustraXtion, drawing]
of a [person/object] [action] [place/background].
POTENTIAL APPLICATIONS OF
TEXT-BASED GENERATIVE AI TOOLS
GENERATIVE AI GUIDE CHAPTER 1
More Chapters from the Quick Guide to Generative AI for Teachers:
Chapter 2 Guidance on Use of Generative AI Tools for Productivity
Chapter 3 Guidance on Use of Generative AI in Assessment
Chapter 4 Guidance on Use of Multimodal Generative AI Tools to Enhance T&L
Chapter 5 Age-appropriate Use of Generative AI for Education
Chapter 6 Safeguarding Students’ Well-Being in the Age of AI
Resources for school-wide implementation
MOE AIEd Implementation Guide and Checklist (Intranet)
MOE AIEd Primer (OPAL)
AI e-Pedagogy Conversation Package 1 - Benefits and Risks
AI e-Pedagogy Conversation Package 2 - AI and Assessment
Bite-sized Resources
Let’s talk about AI - Helping Students Develop Metacognition
SLS Resources to Learn about AI
[Lower Pri] Basic Modules on AI and AI-enabled Features in SLS
[Upper Pri] Basic Modules on AI and AI-enabled Features in SLS
[Sec/JCCI] Basic Modules on AI and AI-enabled Features in SLS
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