Generative AI is reshaping how students prepare for and complete TBL activities, often outside the instructor view, raising concerns about integrity, cognitive depth, and equitable workload. In response, a Human‑in‑the‑Loop (HITL) Critical Reflection Model was developed from coaching theory and critical reflection scholarship to guide human–AI collaboration at the level of concrete teaching artifacts—quiz items, rubrics, application prompts, and peer‑evaluation tasks. The framework defines a five‑phase cycle (EXPLAIN/PLAN → PROMPT → OBSERVE/CHECK → REVISE/IMPLEMENT → DEBRIEF/DOCUMENT), each supported by targeted reflective questions.

This 120‑minute advanced workshop introduces HITL as a practical toolset for TBL instructors and peer leaders. After a brief iRAT/tRAT on GenAI opportunities/risks, HITL phases, and core Peer‑Led Team Learning principles, participants complete two individual HITL tasks: first, they critique and revise provided AI‑generated quiz items and application prompts; then, they apply the same cycle to one of their own AI‑assisted artifacts (e.g., assignment instructions or rubric rows), documenting specific revisions. In the second half, participants work in TBL‑style teams where a rotating peer leader uses HITL questions to facilitate a structured critique of a more complex, AI‑influenced teaching artifact, modeling how peer‑led facilitation can normalize transparent, critical use of AI in team settings.

The workshop culminates with teams outlining a short implementation plan for one course: an individual HITL task and a brief peer‑led HITL discussion embedded in an existing TBL module. Participants leave with at least one revised AI‑aware artifact, ready‑to‑use reflection prompts, peer‑leader facilitation language, and a context‑ready plan that complements—but does not duplicate—course‑level “Management Challenge” designs.