Basic Prompts

Here is a list of ChatGPT prompts that a teacher or educator could use to help them in their role, along with reasoning and justification for each prompt:

 

1. “Generate a lesson plan for teaching the concept of [topic]” – This prompt could help a teacher quickly generate a comprehensive lesson plan for a specific topic.
2. “Outline the steps for conducting a science experiment on [topic]” – This prompt could assist a science teacher in creating a clear and easy-to-follow plan for a class experiment.
3. “Provide examples of questions to ask during a literature discussion on [book/story]” – This prompt could aid an English teacher in preparing for a class discussion by giving them a set of thought-provoking questions to ask students.
4. “Generate a list of discussion topics for a [history/social studies] class on [era/event]” – This prompt could help a history or social studies teacher come up with different topics for class discussions or debates.
5. “Create a list of potential essay prompts for a [language arts/writing] class on [topic]” – This prompt could assist a language arts or writing teacher in creating assignments and assessments for students.
6. “Outline the key points for a presentation on [topic]” – This prompt could help a teacher to organize his thoughts and present the key points for a specific topic.
7. “Generate a list of questions to include on a test for [topic]” – This prompt could help a teacher create an assessment for a specific topic to test student understanding.

The reasoning behind these prompts is that they allow the teacher to generate a variety of resources quickly and easily that they can use in their instruction, saving time and allowing them to focus on other important aspects of their job, like classroom management, grading, and providing individual student support.

Example

Generate a lesson plan for teaching the concept of [Geology]

Lesson Title: Introduction to Geology

Objective: Students will be able to explain the basic principles of geology and identify the different types of rocks.

Materials:

Textbook (Chapter 1: Introduction to Geology)

Handouts (Rock Identification Chart)

Internet access (for rock identification activity)

Rock samples

Procedure:

Introduction (10 minutes)

Begin the class by asking students what they know about geology and what they hope to learn.

Show a short video (3-5 minutes) about geology to introduce the topic and provide context.

Review the objectives of the lesson and explain how they will be assessed.

Lecture and Handouts (20 minutes)

Use the textbook to present the basic principles of geology and explain the different types of rocks.

Distribute the handouts and review the rock identification chart with the students.

Rock Identification Activity (20 minutes)

Divide the class into groups of three or four students.

Provide each group with a set of rock samples and a list of websites for rock identification.

Instruct students to use the websites to identify the types of rocks in their samples and record their findings on the handouts.

Circulate around the classroom to assist students as needed.

Conclusion and Assessment (10 minutes)

Have each group present their findings to the class and provide feedback.

Review the key points of the lesson and explain how the students will be assessed (e.g. quiz, writing assignment, presentation).

This lesson plan is designed to be simple yet engaging and effective. By starting with a video and a discussion, it aims to connect students to the subject matter, and introducing the basic principles of geology and the different types of rocks. The activity allows the students to practice their skills, and the conclusion aims to review the key points of the lesson, and explain how the students will be assessed.

Advanced Prompts

1. “Design a simulation or role-playing activity that covers [topic]” – This prompt would help a teacher create an engaging and interactive learning experience that allows students to apply what they have learned in a realistic scenario.
2. “Create a differentiated assessment for [topic] that includes a mix of open-ended and multiple-choice questions” – This prompt would assist a teacher in creating an assessment that caters to different learning styles and allows for a more accurate evaluation of student understanding.
3. “Develop a unit plan that includes formative assessments and activities that align with the standards” – This prompt would help a teacher create a comprehensive and cohesive unit plan that includes various formative assessments and activities that align with the curriculum standards.
4. “Develop a series of performance-based tasks to assess student understanding of [topic]” – This prompt would aid a teacher in creating assessments that allow students to demonstrate their understanding through hands-on tasks and projects, rather than just paper-pencil test.
5. “Design a project-based learning activity with a problem-based scenario and real-world connection” – This prompt would help a teacher create an engaging and meaningful learning activity that allow students to apply their knowledge and skills to solve a complex problem, and making a real-world connection.
6. “Design an authentic assessment for [topic] that includes a presentation and portfolio of work” – This prompt would assist a teacher in creating an assessment that evaluates student understanding through multiple forms of evidence such as presentations, project, and portfolios of their work.
7. “Develop a teaching strategies to target various student learning styles and a differentiated instruction plan” – This prompt would help a teacher to create a more inclusive classroom and ensure that the teaching and learning approach cater to the diverse student learning styles, and thus providing an effective instruction for all students.

 

All these prompts help a teacher to create a more dynamic, interactive, and challenging resources for the students. These prompts encourage the teachers to think beyond traditional methods of teaching and assessment, create a more authentic and meaningful learning experiences for the students. It also allows for the students to be challenged, catering to multiple learning styles, encouraging critical thinking, research, analysis, and deeper understanding of the subject matter.

Example of advanced prompt:

Develop a teaching strategies to target various student learning styles and a differentiated instruction plan for Introduction to Basic Rock Types, GCSE Geology.

Resultant

1. Visual Learners: Use diagrams, pictures, and videos to show the different characteristics of basic rock types, such as mineral content and texture. Use color-coding to help students visually differentiate between the different rock types, and have students create their own visual aids to help them learn and remember the material.
2. Auditory Learners: Use lectures, discussions, and verbal presentations to provide information and explanations on rock types and their formation. Provide opportunities for students to verbally present their own research findings or explain a concept to their peers.
3. Kinesthetic Learners: Incorporate hands-on activities, such as rock identification labs, field trips, or simulations. Provide students with samples of different rock types and allow them to manipulate and study them. Encourage students to take field trips to local geologic sites and collect their own rock samples for study.
4. Reading/Writing Learners: Use reading materials, written assignments, and research-based activities to provide students with information and opportunities to process and analyze rock types. Provide reading materials and written activities with different levels of difficulty to cater to all levels of student comprehension.
5. Differentiated instruction:

• Create small groups based on student’s learning style and provide specific activities to cater to their style
• Create a pre-assessment to understand student’s prior knowledge and tailor instruction accordingly
• Provide multiple means of representation, engagement and action and expression for the material
• Provide multiple levels of support for the student based on their needs
• Incorporate interactive technology like virtual reality to provide engaging, interactive experiences for students

By using these teaching strategies, you can create a more inclusive learning environment and cater to the diverse learning styles of your students. By including hands-on activities, visual aids, and opportunities for students to engage in discussions, you can help students to better understand and remember the material. Additionally, differentiated instruction allows you to provide various means of representation, engagement, action and expression, and levels of support for the students. By incorporating interactive technology, such as virtual reality, you can provide an engaging and interactive experience for students which could enhance their understanding and retention of the material. In addition to the above, you could also assess your student’s learning through various methods, like formative and summative assessments, and self-reflection, peer-review and self-assessments to evaluate their understanding of the topic and progress.

Example: Develop Against a Standard or Specification

Develop a unit plan for Level 2 LGV that includes formative assessments and activities that align with the standards “Large Goods Vehicle (LGV) Driver (L2)”

Resultant

Unit: Large Goods Vehicle (LGV) Driver (L2)

Objective: Students will be able to safely operate a LGV and comply with the regulations and laws that apply to LGV driving.

Lesson 1: Introduction to LGV driving

• Introduction to LGV driving regulations and laws
• Formative Assessment: Students will take a pre-assessment to evaluate their prior knowledge of driving regulations and laws
• Activity: Students will work in small groups to conduct research on the local and national laws that apply to LGV driving
• Homework: Students will read the vehicle operator’s manual and prepare a summary of the key points

Lesson 2: Vehicle Safety Inspection

• Discussion of vehicle safety inspection procedures
• Formative Assessment: Students will complete a checklist to identify the key points to inspect before operating a LGV
• Activity: Students will conduct a vehicle safety inspection in a supervised setting
• Homework: Students will complete a worksheet to identify the common defects found in LGV vehicles

Lesson 3: Defensive Driving Techniques

• Discussion of defensive driving techniques
• Formative Assessment: Students will complete a written test to evaluate their understanding of defensive driving techniques
• Activity: Students will participate……

Example: Design an authentic assessment for LGV L2 Driver that includes a presentation and portfolio of work

Authentic Assessment: LGV Driving Skills

Objective: To evaluate the student’s ability to safely operate a LGV and comply with regulations and laws.

Assessment Components:

• Presentation: Students will give a presentation on a specific aspect of LGV driving such as vehicle safety inspection or defensive driving techniques. The presentation should include a visual aid, such as a PowerPoint or Prezi, and should be delivered to the class or small group.
• Portfolio: Students will create a portfolio of their work throughout the unit. The portfolio should include evidence of their learning such as class notes, homework assignments, worksheets, and quizzes. Additionally, students should also include a written reflection on their learning and any challenges they faced.
• Driving Skill evaluation: The students will be evaluated on their driving skills, during supervised driving sessions where the teacher will assess their ability to operate the LGV safely, and comply with regulations and laws.

Grading:

• Presentation: The presentation will be graded on the quality of the visual aid, the clarity of the information presented, and the student’s ability to answer questions from the class or small group.
• Portfolio: The portfolio will be graded on the completeness and quality of the evidence of learning, as well as the student’s written reflection.
• Driving Skill evaluation: will be graded on a pass/fail basis, based on the student’s ability to operate the LGV safely, and comply with regulations and laws.

This authentic assessment allows the teacher to evaluate the student’s understanding and application of the material through multiple forms of evidence, including a presentation, a portfolio, and a hands-on evaluation of their driving skills. It is also a more realistic and practical assessment, which simulates the real-world scenario, allowing the teacher to evaluate the student’s application of the knowledge in a real-life situation.

Assessment

Assessment Rubrics

Generate an assessment rubric for a GCSE level students, for Biology, subject topic Cell type and structure.

Sure, here’s an example of an assessment rubric for a GCS level students for the subject of Biology and the topic of Cell type and structure:

Criteria	Excellent	Good	Fair	Poor
Knowledge of Cell Types and Structure	Demonstrates a thorough understanding of cell types and structure, including the function and organisation of organelles.	Demonstrates a good understanding of cell types and structure, but may have some gaps in knowledge.	Demonstrates a basic understanding of cell types and structure, but may have several gaps in knowledge.	Demonstrates limited understanding of cell types and structure, or may have several misconceptions.

Criteria	Excellent	Good	Fair	Poor
Lab Skills	Perform the lab tasks with precision, carefully following protocols and safety procedures.	Perform the lab tasks well, but may have made minor mistakes in following protocols or safety procedures.	Perform the lab tasks adequately, but may have made several mistakes in following protocols or safety procedures.	Perform the lab tasks poorly, not following protocols or safety procedures properly.

Criteria	Excellent	Good	Fair	Poor
Answer Analysis	Use evidence and reasoning to support their answers for the given question, and able to explain their thought process.	Use some evidence and reasoning to support their answers for the given question, but may not fully explain their thought process.	Attempt to use evidence and reasoning to support their answers for the given question, but may have difficulty making connections.	Do not use evidence or reasoning to support their answers for the given question, or have serious misconceptions

Criteria	Excellent	Good	Fair	Poor
Writing skills	Clearly and coherently written, with no errors in grammar, punctuation or spelling.	Well written, with only minor errors in grammar, punctuation or spelling.	Adequately written, with a few errors in grammar, punctuation or spelling.	Poorly written, with multiple errors in grammar, punctuation or spelling.

 

This rubric allows for objective grading, and also allows for flexibility in grading, as it sets different levels for the students to reach for, for each criteria and give a score accordingly. It also allows for the teacher to provide detailed feedback, indicating the specific strengths and areas for improvement for the student, making it a useful tool for student learning.

Add a Mark Scheme to this Rubric

here’s an example of a mark scheme that can be used with the assessment rubric for GCSE level students in Biology, for the topic of Cell type and structure:

Criteria	Level 3 (Excellent)	Level 2 (Good)	Level 1 (Fair/Poor)
Knowledge of Cell Types and Structure	15-20	10-15	0-10
Lab Skills	5-10	3-5	0-3
Answer Analysis	5-10	3-5	0-3
Writing skills	2-5	1-2	0-1

 

The mark scheme provides a range of marks that can be awarded for each level of performance for each criterion. For example, a student who demonstrates an excellent understanding of cell types and structure, with a thorough explanation of the function and organization of organelles can be awarded between 15-20 marks. A student who performed the lab tasks well but may have made minor mistakes in following protocols or safety procedures can be awarded between 3-5 marks. This mark scheme provides a clear and consistent way of determining student scores.

You could also divide marks within each level, like 3.5, 4.5, in case of reaching towards a specific level, giving some leeway and the scores are more accurate this way.

It should be noted that the final score of the student should be based on the overall performance, taking all criteria and their corresponding marks into account. The score in each criteria, as well as the total score, should be recorded and communicated to the student.

Differentiation

Generate a list of questions to include on a question paper for [on rock types], create a series of differentiated questions.

Generate a list of questions to include on a question paper for [on rock types], create a series of differentiated questions.

Sure, here’s a list of differentiated questions on the topic of rock types that could be included on a question paper:

Level 1:

• Name the three main types of rocks.
• How can we distinguish between the different types of rocks?
• Give one example of a common igneous rock.

Level 2:

• Explain how the formation of metamorphic rocks differs from that of igneous rocks.
• What are the characteristics of sedimentary rocks?
• Give one example of a common metamorphic rock.

Level 3:

• Explain the process of weathering and erosion and how it relates to the formation of sedimentary rocks.
• Describe the characteristics and formation of metamorphic rocks and its relation to tectonic plate movement
• Discuss the different uses of rocks in construction, industry and daily life.

This way, it allows the students to be assessed on their level of understanding and be challenged in a way that they understand the subject matter and don’t feel overwhelmed. It also allows the teacher to see the level of understanding of the students and adjust the class lesson accordingly. By providing differentiated questions, the teacher can be sure that the assessment is fair and each student is given the opportunity to demonstrate their understanding of the topic.

In summary, I have provided various ChatGPT prompts that teachers and educators can use to assist them in their role. These prompts are organised into categories such as course overview, structure, curriculum, assessment, and content. These prompts include generating lesson plans, providing examples of questions to ask during literature discussion, generating a list of discussion topics for history/social studies class, creating a list of potential essay prompts, outlining key points for a presentation, generating a list of questions for a test, creating a differentiated instruction plan, creating a unit plan with formative assessments and activities that align with standards, and creating an authentic assessment that includes a presentation and portfolio of work. These prompts are designed to assist teachers in creating effective and engaging content that caters to the diverse learning styles of students and aligns with established instructional design models.