Good vs. Bad: Generate AI-Created Infographics to Contrast Examples and Non-Examples
Details
Author:
Adapted from Rhoads, M. (2026, May 1). Beyond static examples: Using AI to create interactive examples [Conference presentation]. CCAE State Conference, San Diego, CA, United States.
Computer and projector, Mobile devices for students, Computer, LMS or other online platform to share images
Activity Description
Create engaging and visually vibrant info-graphics that demonstrate a good example of a lesson/task/skill vs. a bad version of the same lesson/task/skill.
Preparation
Check the website to ensure it is not blocked at your site.
Read through the lesson plan.
Print and make copies of any handouts.
How-To
Note: This lesson was written in 2026. As AI improves at such a rapid speed, it will become easier to do this in the future with less effort. However, this lesson serves as a great tool for teachers to practice AI prompting skills. The more your prompting skills improve, the better you'll be able to teach these skills to your students!
When we teach, we normally give examples of what a good answer, sentence, math solution, etc. looks like. However, there is equal value in giving bad examples (or 'non-examples') with clear explanations as to why they're bad.
Sometimes, new concepts are difficult for students to grasp. Integrating examples and non-examples into teaching clarifies new concepts by highlighting their essential characteristics. This approach bridges the gap between fresh information and a student’s funds of knowledge (existing knowledge).
While examples demonstrate what a concept is, non-examples provide necessary boundaries by showing what it is not. Examples identify core traits, similarities, and logical steps. Non-examples offer contrast. They may appear similar to the target concept, but lack specific defining features, helping students distinguish relevant details from distractions. By analyzing both, learners can more accurately define a concept's limits and solidify their understanding (Teaching by example and nonexample, 2022, November 2).
Making those contrasts visual can simplify those concepts. A colorful infographic can really hook a student's interest and drive home learning.
Here's a couple of examples from Matt Rhoads' 2026 CCAE State Conference presentation, "Beyond Static Examples" (Rhoads, M., 2026).
These were created completely by AI. Most generative AI chatbots can do this, but for this lesson, I'll focus on Google's Gemini. (Note: I tried this on Diffit, and a couple of other generative AI chatbots and got the best examples with Gemini. You may want to experiment with others.)
The key here is the prompt. The more general the prompt, the less likely it is that you'll get exactly what you want. The deeper you go into detail, the closer the infographic will be to what your concept is.
Here's an example of my initial prompt. It's pretty detailed on an amateur scale. (I'm a teacher, not a coder or designer.)
It's pretty good, but didn't get exactly what I wanted, and there are some obvious errors:
So, I gave Gemini a 2nd prompt to attempt to adress the errors and to make design modifications. Notice how my last instruction is "Before you re-generate the info-graphic, ask me any clarifying questions that you have about these instructions if something isn’t clear." This can be really helpful to the chatbot and to you so the AI can generate something closer to your initial concept. (Note: Diffit has that function built into its programming which asks questions based on the instructional goal.)
Here's my updated prompt:
And here's what it generated:
That's much closer to what I had envisioned and it correct all of the errors.
With a little investment of time, you can get high-quality example/non-example info-graphics to quantify the exact lesson/concept/skill that you're teaching your students, whether it be a math concept, a writing lesson, a grammar rule...whatever!
References
Rhoads, M. (2026, May 1). Beyond static examples: Using AI to create interactive examples [Conference presentation]. CCAE State Conference, San Diego, CA, United States.
Teaching by example and nonexample. (2026, November 2). Early bird. https://early-bird.msudenver.edu/teaching-by-example-and-nonexample/
Teacher Tips
Generating these images takes a lot of energy and water back at those AI server farms, so I always write out my prompts on a doc (like Google Docs or Word) before I feed it to the chatbot and go over it a couple times before giving it to the chatbot. I'll also ask the chatbot to provide feedback on my prompt prior to generating the info-graphic to see where mistakes may occur to try and get it right the first time.
More Ways
I've also used this idea to generate high-quality info-graphics of vocabulary lists and other teaching materiels.
Here's an example of a grammar info-graphic that I asked Gemini to generate:
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View Lesson Plan
Warm-up
Engagement
Note: This lesson plan was designed to emphasize the example/non-example info graphic in a reading exercise. You can use your info-graphics in many different ways. (This lesson plan example is for an intermediate-high ESL class.)
Gallery Think: Materials - poster paper and sticky notes (You can also do this digitally on an app like Padlet.)
On two sides of your room, hang up large poster paper. On one poster, write: "Good things to put on and do on a resume" and provide 2 examples under it, like "List work references" and "Use bullet points". On the other poster, write, "Bad things to put on or do on a resume" and provide 2 examples under it, like "Put your marital status" and "Write outside the margins".
Tell the students that they're going to inform you what they know about resumes. Tell them not to use Google or search the internet for answers. It's okay if they don't know the answers.
Group them into groups of 2 - 3 students and distribute markers. Have half the groups work on the 'good things' poster and half work on the 'bad things'. Give them about 5 minutes.
Then, tell them that they're going to switch places and do the same thing, but this time, there will be one extra step. If they disagree with something that another group wrote on the poster, they can add an "I disagree" post-it note next to the answer with an explanation as to why they disagree.
When the 2nd round is finished, have volunteers read the answer and have students raise their hands if they agree. If there is disagreement, discuss why students disagree. Also ask if there are things that people don't understand.
Introduction
Engagement
Tell students that they're going to look at two examples of a resume and discuss the differences.
Presentation
Engagement Enhancement
Project the example/non-example infographic on the screen. Ask students to raise their hand if they can identify one thing that's good on the left but bad on the right and explain why.
For example, the personal information on the left is centered but it's not cenetered on the right. It's important to be centered because it looks neat and organized. If your resume is not organized, maybe you are not an organized worker.
Practice
Engagement Enhancement
Think-Pair-Share
Pair up students. Give them time to find as many differences as possible and remind them that they'll need to explain why the difference is important.
Evaluation
Engagement Enhancement
Call on pairs to share out one difference with an explanation. If they're not able to explain why the difference is important, ask other students to help explain.
When all the differences have been pointed out, ask the class if they can think of other things to consider when making a good resume that aren't highlighted on the infographic, like including references.
Application
Engagement Enhancement Extension
You could teach your students how to make a resume using an online app, like Google Docs.
You could also have your students create their own resume using a pre-made template on Google Docs or Word.
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Basic Communication
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Anchor Standard 2: Communications - Language Standard: Acquire and accurately use general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the (career and college) readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Anchor Standard 3: Career Planning and Management - Speaking and Listening Standard: Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Anchor Standard 4: Technology - Writing Standard: Use technology, including the Internet, to produce, publish, and update individual or
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Anchor Standard 6: Health and Safety - Reading Standards for Science and Technical Subjects: Determine the meaning of symbols, key words,
and other domain-specific words and phrases as they are used in a specific scientific or technical context.
Anchor Standard 7: Responsibility and Flexibility - Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and
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Anchor Standard 8: Ethics and Legal Responsibilities - Speaking and Listening Standard: Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine
what additional information or research is required to deepen the investigation or complete the work.
Anchor Standard 10: Technical Knowledge and Skills - Writing Standard: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
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