Instructor notes: Frame the problem before naming the mechanism. Collect an initial prediction and retain it for the exit ticket.
Instructor notes: Connect every step to the next with a causal verb. Flag any merely decorative arrow.
Instructor notes: Project the raw sample for sixty silent seconds before any instruction, then ask: “what worries you here?”. Expected: spam and duplicates; the API key usually goes unnoticed — point it out last, it is the real danger.
Instructor notes: Open with a real unfiltered sample on screen (spam, duplicate, a visible API key). Let the room propose rejection rules before you name “deduplication” and “provenance”.
Instructor notes: Answer: the 3,000 copies pull the weights toward verbatim recall and can leak at inference; at filtering, removal costs one fingerprint comparison, after training it would cost a retraining run. Expected wrong answer: “the model will average it out by itself”. Point back to common error 1.
Instructor notes: Have the room estimate the rejected share before revealing the numbers — it is almost always underestimated. State that proportions are illustrative; the stage order is real: cheapest-to-detect is removed first.
Instructor notes: Write “does the model read letters? words?” on the board and take a vote. The majority votes “words” — perfect: the next beat shows the real answer is “neither”.
Instructor notes: Tokenize the sentence live in an online tokenizer and have them count aloud. The 5-tokens/4-words mismatch must come from their screen, not the slide.
Instructor notes: Answer: “book” → [ bo][ok]. Cost — memory, compute, billing — is counted in tokens: +25% on this sentence. Expected wrong answer: picking “Maya” because a name “seems rare”; have them check the trace, Maya fits in one token.
Instructor notes: Ask: “who labeled the web?”. Let the silence stretch, then draw out that text labels itself by shifting. This is the session’s central click — give it three full minutes.
Instructor notes: Hand out four cards [A][B][C][D] and physically slide the target row by one. Then ask what falls off the edge: that is what explains the lost position.
Instructor notes: Answer: input [A,B,C], target [B,C,D]; with a shift of 2, D loses its target and shapes (2,8) ≠ (2,9) reject the batch. Expected wrong answer: “fill the target with PAD” — show that a PAD target would enter the loss and corrupt it.
Instructor notes: Ask for an estimate: “two sequences, 4 and 9 positions — how many GPU cells?”. The answers 13 and 18 always coexist; keep both on the board, the beat decides between them.
Instructor notes: Have them draw the 4+9 batch on grid paper with padded cells hatched. Count 18 then 13 cells together: the mask becomes visually obvious rather than a rule to memorize.
Instructor notes: Answer: T = 9 and 5 padded positions; without the mask the mean divides by 18 and drops artificially — that is common error 2. Expected wrong answer: T = 13, adding the lengths instead of taking the maximum.
Instructor notes: Have them highlight the five PAD cells and hand-write “0” on each. Then ask: “what does the mean become if we still divide by 18?” — lower, with zero progress. The mask becomes self-evident.
Instructor notes: Hook question: “the model puts 1% on the right answer — light fine or heavy fine?”. Have them justify before showing the −log curve; linear intuitions are about to be surprised.
Instructor notes: Have them sketch −log(p) by hand for p = 0.5 / 0.25 / 0.01. The slope blowing up near zero alone explains why confident errors are so costly.
Instructor notes: Answer: 0.693 for p = 0.50 and 4.605 for p = 0.01; from 0.25 to 0.01 the penalty climbs from 1.386 to 4.605, i.e. +3.22. Expected wrong answer: linear reasoning (“25× less probability = 25× more loss”) — the curve is logarithmic.
Instructor notes: Read the curve right to left: “halving the loss means going from 0.25 to 0.50 — but from 0.01 to 0.25 you gain 3.2”. A model’s first steps pay off enormously; the last points of loss are the most expensive.
Instructor notes: Announce a fake triumph: “our model jumps from 61 to 89%!”. Let the celebration deflate when someone asks where the test questions came from — if nobody asks, that is the room’s real diagnostic.
Instructor notes: Pose the contaminated benchmark as a judgment call, not a definition: “your model jumps from 61 to 89% — what do you check first?” Let the debate run.
Instructor notes: Answer: the benchmark score now measures memory, not capability; the block belongs at filtering — cross-fingerprinting corpus against evaluation — at the very top of the diagram. Expected wrong answer: “remove the question afterwards”; the rest of the set stays suspect.
Instructor notes: Walk line by line. Locate an inconsistency at the first faulty step, not only on the final line.
Instructor notes: Have learners fill the final row before revealing it: that trade-off is what decides in production.
Instructor notes: Retain initial and final values. Do not allow simultaneous changes that make the delta impossible to attribute.
Instructor notes: For each claim, have the group produce the smallest counterexample before giving the correction.
Instructor notes: Separate verifiable mechanism, reported implementation choice, and experimental result. Evidence precision must match claim precision.
Instructor notes: Expected: (1) filtering — personal data and medical confidentiality, late removal is impossible; (2) 200 words far exceed 250 tokens once jargon fragments: +25 to +100% depending on density — accept any argued figure; (3) a measurable recall: duplication rate, identifier leakage, vocabulary coverage on a sample. Misconception to harvest: “harden evaluation first” — without a clean corpus, evaluation measures noise. Ten minutes, groups of three.
Instructor notes: Rebuild the chain without looking at the slides, then fill the ticket in at most six lines. Compare with the opening prediction and name what actually changed.