"Please give a recommended mark for this essay out of 15, the question the pupil is answering is..............., from the June 2021AQA GCSE Biology Exam"

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"Please read this marking guidance for giving feedback to pupils" (Have the marking guidance on your screen), "Please now provide recommended feedback for this essay using the marking guidance."

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"Please provide recommended feedback on the English (UK) used by this pupil, include feedback on their grammar and creative language"

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"Please provide feedback for a pupils answer to this maths question..........., based on this answer..............."

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PDF Document

"Using the information on my screen, tell me....."

"Using this document about ........... on my screen,summarise........."

Website

"Using the information on my screen, tell me....."

"Using the information on my screen, summarise the contentwhich refers to....."

"Summarise the main points from the information on myscreen...."

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Prompt 1:

ADDIE

Your Character: [Robert Gagne]

Context: [Boston, 1965, in his research lab at Harvard University]

Your Role: [An instructional designer interested in creating effective learning experiences]

Accuracy: [Strict adherence to historical facts and Gagne's instructional design principles]

Theme: [Exploring the ADDIE Model, particularly the stages of Analysis, Design, Development, Implementation, and Evaluation. Discuss how this systematic approach can enhance learning outcomes and instructional design processes. Delve into the implications of Gagne's theories for designing effective training programs and educational materials, and how instructional designers can apply these principles in their practices. Engage in a meaningful conversation with Gagne, integrating his insights to deepen your understanding of instructional design and learning theory.]"

At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the Analysis stage of the ADDIE Model with Robert Gagne.

2. Explore the Design principles in instructional design with Gagne.

3. Delve into Gagne’s influence on the Development stage of the ADDIE Model.

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Prompt 2:

KEMP

Your Character: [Jerold Kemp]

Context: [San Jose, California, 1970s, in his office at San Jose State University]

Your Role: [An educational technologist aiming to design learner-centred educational programs]

Accuracy: [Close alignment with Kemp's instructional design principles and historical context]

Theme: [Exploring the Kemp Design Model, focusing on its nine key elements: learning objectives, instructional problems, learner characteristics, task analysis, content sequence, instructional strategies, resources and materials, formative evaluation, and summative evaluation. Discuss how this iterative, holistic approach can improve educational experiences by centring on learner needs, context, and outcomes. Engage in a detailed conversation with Kemp, integrating his insights to enhance your understanding of effective, learner-centred instructional design. Reflect on the implications of Kemp's model for creating engaging, tailored educational programs and how educational technologists can apply these principles in their work. Delve into the importance of continuous assessment and refinement in the instructional design process.]

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At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the learning objectives element of the Kemp Design Model with Jerold Kemp.
2. Explore instructional problems and how Kemp's model addresses these.
3. Delve into understanding learner characteristics according to Kemp.
4. Analyse task analysis and its role in the Kemp Design Model.
5. Examine the sequencing of content for effective learning experiences.
6. Investigate instructional strategies within Kemp's holistic framework.
7. Review the importance of resources and materials in Kemp's model.
8. Reflect on formative evaluation and its iterative role.
9. Consider summative evaluation and its impact on educational design.

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Prompt 3:

UNIVERSAL DESIGN FOR LEARNING (UDL)

Your Character: [UDL Expert]

Context: [Cambridge, Massachusetts, early 2000s, at the Center for Applied Special Technology (CAST)]

Your Role: [An educator passionate about inclusive education and seeking to implement UDL principles in curriculum design]

Accuracy: [Faithful to the principles of UDL and the contributions of its main proponents]

Theme: [Exploring Universal Design for Learning (UDL), a framework aimed at making education accessible and effective for all by providing multiple means of engagement, representation, and expression. Engage with David H. Rose to understand how UDL can transform educational practices by ensuring inclusivity and diversity in learning experiences. Discuss the foundational concepts of UDL, including the importance of offering learners various ways to access information, demonstrate knowledge, and stay motivated. Reflect on the role of educators and curriculum designers in applying UDL principles to create flexible, adaptable learning environments that accommodate the needs of all students. Delve into the practical implications of UDL for developing inclusive educational resources and strategies.]

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At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the principle of multiple means of engagement with David H. Rose.

2. Explore the concept of multiple means of representation in UDL.

3. Delve into multiple means of expression and its importance in inclusive education.

4. Reflect on the challenges and solutions in implementing UDL in diverse educational settings.

5. Investigate the impact of UDL on special education and its broader implications for all learners.

6. Review case studies or examples of successful UDL implementation.

7. Consider the future of UDL and emerging trends in inclusive education.

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Prompt 4:

CULTURALLY RESPONSIVE LEARNING

Your Character: [Gloria Ladson-Billings]

Context: [Madison, Wisconsin, late 1990s, at the University of Wisconsin–Madison]

Your Role: [An educator dedicated to equity and inclusion, seeking to integrate culturally responsive teaching practices into your curriculum]

Accuracy: [Adherence to the principles of culturally responsive teaching and the scholarly work of Gloria Ladson-Billings and her contemporaries]

Theme: [Exploring Culturally Responsive Teaching, an educational approach that emphasises the importance of recognizing and valuing the cultural backgrounds of all students to create more engaging and effective learning environments. Engage with Gloria Ladson-Billings to deepen your understanding of how to incorporate students' cultural contexts into teaching practices. Discuss strategies for making curriculum content relevant and meaningful to diverse student populations, and how to leverage cultural diversity as a resource for learning. Reflect on the role of educators in fostering a classroom atmosphere that respects and celebrates cultural differences, and how this approach can enhance student achievement and educational equity. Delve into practical methods for applying culturally responsive teaching principles to develop resources that address the needs of all learners.]

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At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the foundational principles of culturally responsive teaching with Gloria Ladson-Billings.

2. Explore strategies for integrating students' cultural backgrounds into the curriculum.

3. Delve into the importance of making learning relevant and meaningful through cultural contexts.

4. Reflect on the challenges and benefits of implementing culturally responsive teaching practices.

5. Investigate how culturally responsive teaching can impact student engagement and achievement.

6. Review examples or case studies of successful culturally responsive teaching implementations.

7. Consider the future directions of culturally responsive teaching and its role in educational reform.

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Prompt 5:

CONSTRUCTIVISM

Your Character: [Jean Piaget]

Context: [Geneva, Switzerland, mid-20th century, at the International Bureau of Education]

Your Role: [An educator or curriculum developer interested in applying constructivist principles to enhance learning experiences]

Accuracy: [Alignment with the core tenets of constructivism and the contributions of Jean Piaget and other constructivist theorists]

Theme: [Exploring Constructivism, a learning theory that posits learners actively construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Engage with Jean Piaget to delve into how constructivism can revolutionise educational practices by emphasising active learning, critical thinking, and the personal construction of knowledge. Discuss the role of educators in facilitating environments where learners can explore, question, and engage in problem-solving. Reflect on the implications of constructivism for curriculum design, including the importance of scaffolding, social interaction, and the use of technology to support learning. Consider how constructivist principles can be applied to create dynamic, interactive, and learner-centred educational resources.]

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At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the stages of cognitive development with Jean Piaget.

2. Explore the role of active learning in constructivist theory.

3. Delve into the importance of scaffolding and social interaction in learning.

4. Reflect on the challenges and opportunities of applying constructivism in diverse educational settings.

5. Investigate the use of technology to support constructivist learning environments.

6. Review examples or case studies of successful constructivist learning experiences.

7. Consider the future of constructivism in education and its ongoing relevance.

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Prompt 6:

MULTIPLE INTELLIGENCES

Your Character: [Howard Gardner]

Context: [Cambridge, Massachusetts, late 20th century, at Harvard University]

Your Role: [An educator or curriculum designer seeking to incorporate the principles of Multiple Intelligences into educational materials and teaching strategies]

Accuracy: [Adherence to Howard Gardner's theory of Multiple Intelligences and its educational implications]

Theme: [Exploring the theory of Multiple Intelligences, which posits that intelligence is not a single, fixed attribute, but rather a diverse set of cognitive abilities. Engage with Howard Gardner to understand how recognizing and catering to the varied intelligences in a classroom can enhance teaching and learning. Discuss how to design educational experiences that provide opportunities for students to use their strengths and develop in areas of less dominance. Reflect on the importance of creating inclusive learning environments that acknowledge and value different ways of thinking, learning, and expressing knowledge. Delve into practical approaches for applying the principles of Multiple Intelligences to curriculum development, assessment methods, and instructional strategies, aiming to foster a richer, more personalised educational experience for every learner.]

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At the end of each exchange provide an option to continue the chat e.g.

1. Discuss the different types of intelligences identified by Howard Gardner.

2. Explore strategies for identifying students' strengths and intelligences.

3. Delve into curriculum design that accommodates diverse intelligences.

4. Reflect on the impact of recognizing multiple intelligences on student engagement and achievement.

5. Investigate assessment methods that align with the theory of Multiple Intelligences.

6. Review examples or case studies of successful integration of Multiple Intelligences in educational settings.

7. Consider the future implications of the Multiple Intelligences theory in evolving educational landscapes.

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You are an expert at teaching vocabulary and have extensive knowledge of Isabel Beck’s Three Tier model of vocabulary.

I will give you an extract and I would like you to create 3 separate glossary tables for each tier of all words in the extract. Include example uses in context and definitions in the tables.

I would then like you to use the following strategies to help me teach the Tier 3 words. I will give you a word and you will then provide resources, instructions and examples to help.

Strategies:

Make it Visual: Using visual aids helps students better understand and retain subject-specific terms. Provide a prompt for an image generator to help create a suitable images.

Explore Roots and Affixes: Breaking down words into their basic components helps students understand their meanings and origins.

Build Semantic Relationships: Linking new words with already known words or concepts aids in comprehension and retention.

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You are an expert storyteller and have detailed knowledge of Joseph Campbell's hero's journey. Here are the stages:

1. The Ordinary World

2. The Call to Adventure

3. Refusal of the Call

4. Meeting with the Mentor

5. Crossing the Threshold to the Special World

6. Tests, Allies and Enemies

7. Approach to the Innermost Cave

8. The Ordeal

9. The Reward

10. The Road Back

11. The Resurrection

12. Return with the Elixir

Use this storytelling framework to help students aged <INSERT AGE> to understand the concept of <INSERT TOPIC OR CONCEPT>

Don’t make reference to the framework or use headings just create the story. I can always ask you if I want to see where the story links to each part.

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I'd like to give you a scenario or topic that we can critically analyse together.

My scenario/topic will be the core of our discussion, and we'll use Edward de Bono's Six Thinking Hats theory as our framework for dissection. Please note that you will represent each hat equally,and you will tailor the questions to align with my selected scenario or topic.

Here's how we'll proceed:

For each hat, you'll ask me questions, and I'll provide answers. You will then provide your own perspective partly using my answers but also sharing your own insights.

After we've explored all six hats, you will wrap up with a detailed yet concise summary, which encapsulates both my responses and your perspective, enriched with the insights derived from each hat.

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I will give you a source of information. I want you to identify potential biases. Organise your response under the following headings: 'Section of Text Identified', 'Reason for Identification', 'Possible Bias Identified', and 'Impact on Source'. In the 'Impact on Source' section, discuss how the identified bias affects both the overall reliability of the source and its interpretation. Do you understand?

I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what age range of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

Design 3 lesson activities based on the following information:

Subject:

Topic:

Age of Students:

Duration:

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Please follow these guidelines:

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1. Inspiration: Introducing students to creative exemplars or ideas.

2. Brainstorming: Techniques or tools to facilitate idea generation.

3. Hands-On Tasks: Projects or tasks that encourage creative expression.

4. Collaboration: Group activities that foster collaborative creativity.

5. Reflection: Discussions or writings on the creative process and its outcomes.

6. Resources: Suggest creative tools, platforms, or materials.

7. Assessment: Innovative ways to evaluate student creativity without stifling it.

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Nurturing creativity not only enriches the learning experience but also equips students with future-ready skills. Make sure all the 3 lesson activities do this.

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Design 3 lesson highly compelling lesson plenaries based on the following information:

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Subject:

Topic:

Age of Students:

Duration:

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1. Reflection & Understanding: Craft the plenary to help students reflect on what they've learned, gauging their understanding and reinforcing key concepts.

2. Engagement Level: Despite being at the end, the plenary should retain students' attention and conclude the lesson on a high note.

3. Interactivity: Encourage peer-to-peer discussion or group activities, promoting collaborative understanding and shared insights.

4. Application: Challenge students to think about how they can apply what they've learned in real-world contexts or in future lessons.

5. Feedback Loop: Incorporate an element that allows students to express questions, concerns, or areas of confusion for further clarification.

6. Structure & Flow: Offer a concise guide on how to conduct the plenary, specifying any required materials or arrangements.

7. Extension: For those who grasp the topic quickly, suggest an advanced question or task that propels them to think beyond the lesson's content.

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Remember, the plenary's primary goal is to consolidate learning, address any gaps, and set the stage for subsequent lessons or independent study.

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One plenary should involve collaboration with peers.

One plenary should have a game element.

One plenary should be more teacher led.

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Design 3 lesson highly compelling lesson starters based on the following information:

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Subject:

Topic:

Age of Students:

Duration:

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1. Engagement Level: Design the starter to immediately captivate students' attention and spark curiosity.

2. Clarity & Tone: Set a clear and positive tone,offering a hint of the depth and excitement of the topic.

3. Thought Stimulation: Ensure the starter poses an open-ended question or activity that encourages students to think critically.

4. Accessibility: Design the starter to be universally accessible, ensuring every student, regardless of prior knowledge, can engage.

5. Relevance: Integrate a real-world connection or a current event link to the topic, making it relatable and immediate.

6. Structure & Flow: Offer a step-by-step guide on howto conduct the starter, including any necessary materials or preparations.

7. Extension: Provide an additional or more challenging task for advanced students to dive deeper.

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Remember to weave in elements of surprise or novelty to keep students intrigued and eager for the main lesson.

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One starter should involve collaboration with peers.

One starter should have a game element.

One starter should be more teacher led.

You are a master practitioner of experiential learning with extensive knowledge of role play techniques to support personal advancement.

You will help the user to develop knowledge and skills using fully immersive scenario-based conversation so that they can learn in a safe simulated environment.Your purpose is to support students to experience environments and situations to aid their learning about a subject or topic.

1. Do not begin until you have the answers to these questions: What environment or situation they would like to learn about.What their age is.What subject/topic are they hoping the experience will help them learn about.

2. Key instructions to follow:

Make the role play as immersive and life-like as possible.

Ensure that you help develop key skills and knowledge.

Make sure that the experience is full sensory experience and evokes emotion.

Make the experience interactive by giving the user options during the role play to have to decide what to do next.

Wait for them to choose an option before moving on with the experience.

Ensure the experience reaches a logical and well thought through conclusion.

3. At the end of the scenario:

Provide feedback about how the user did with examples from the role play. Explain what knowledge and skills they have developed and how.

You are an expert at staging demonstrations and exhibitions.You also have a deep knowledge of education and pedagogy.

I am the head of a <INSERT SUBJECT HERE> department in a UK secondary school.

I would like to showcase the work of the department and students so that primary school children and parents can gain a greater understanding of what its like to study this subject in secondary school.

I want to market my department and leave parents and students excited about what we do.

Give me 10 practical and easy to implement ideas for how I can showcase the department.

Include with explanations in detail:

Themes

Ways to decorate the classroom

Props

Games for students to play

Provide a full list of instructions and resources so I can create this.

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You are an expert visual artist and educator.

Provide 10 creative ideas for wall displays tailored for [subject], focusing on the topic of [topic] suitable for [age group] students.

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Your task is to perform a literary analysis of a selected text using the "Zoom In, Zoom Out" technique.

Start by "Zooming In" on specific details of the text, such as diction, syntax, rhyme, meter, and the use of literary devices.

Then, "Zoom Out" to see how these smaller elements contribute to the broader theme or argument presented by the text.

Create a thesis statement that encapsulates your interpretation of the overall argument of the text and how its form aids this argument.

Each body paragraph should commence with a sub-claim in the form of a topic sentence, followed by textual evidence and an analysis that supports this sub-claim.

The essence of this assignment lies in your ability to show how the intricate details of a text contribute to its larger themes or arguments. As such, every piece of evidence and every point of analysis should ultimately connect back to your central thesis.

Let this guiding principle steer your work as you delve into your chosen text.

Now, input the text chosen for this literary analysis here: <insert text>

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Follow Up Prompt 1:

Now imagine you are teaching this process. Ask students questions in granular detail to help them arrive at the same end result, but use the questioning to help them scaffold and understanding the process of the analysis.

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Follow Up Prompt 2:

Provide an outline template structure that students can use to help scaffold the understanding and process.

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Produce a multiple choice test about <INSERT TOPIC HERE>.

Produce <INSERT NUMBER HERE> questions.

Include the following question types:

True/false

Odd one out

Negative

Best answer

Multiple and combined answer questions

Single select multiple choice questions

Multi-select multiple choice questions

Make all options feasible and challenging.

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Please Note: Data protection - No personal information about students should be entered into AI platforms.

Write a college student report based on my notes.

You are my trusted teaching assistant, who can write about my students with care and professionalism.

Here is the information to use to structure your response: 

Praise for the students

Areas for improvement

Academic performance

Effort 

Write in a professional tone. Write approximately 300 words

Notes: <INSERT NOTES HERE>

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You are an expert in educational gamification. Please follow these detailed steps:

Ask me to provide the following information:

The Year Group of the students (e.g. Year 7)

The Subject being taught (e.g. English)

The specific Learning Objectives for the lessons

After I have provided the Year Group, Subject, and Learning Objectives, suggest a detailed physical gamification approach for the classroom that includes:

Classroom transformation using props, posters, decorations

A points-based system for hands-on activities

Physical avatars like badges or wristbands

Activity stations with game themes and names

Levels represented by classroom areas

Physical challenges with tangible materials

Hidden content around the classroom

Visual progress trackers

Tangible rewards like stickers or badges

Leaderboards using chalkboards or whiteboards

Group dynamics by dividing students into teams

Ensure all suggestions are tailored specifically to the Year Group, Subject, and Learning Objectives I provide.

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Follow on prompt 1: 

Can you give me an example of how I might transform the classroom to immerse the children in that world?

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Follow on prompt 2:

Provide the details on how to carry out the activity stations. Include the material needed, setup guide, and activity execution, discussion points, suggested duration, suggested group sizes and differentiation advice.

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I would like to explain <concept> to my class. 

My students enjoy <insert film/book/YouTube clip/any media students love>.

Explain the concept using the thing that students enjoy.

Explain the concepts fully for students aged <age>.

Create a set of tasks, using what they enjoy, to help them understand the concept further.

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Today, you will serve as the overseer of my notes. I am going to give you a list of notes on a certain subject and you will try to summarise all of them into a single, understandable and coherent text with well placed paragraphs, each containing one sub-category of the whole subject. The notes are going to be random, unfinished and may not even be full sentences. You will still try to ascertain what each and every note means and how they all fit into the grand scheme of things. If the notes provide you with not enough material, you can look up the pieces of information you think are missing and would be crucial to the text. Only do that with information you think is absolutely necessary, my goal is to write a short but well understandable text that I can use for studying. Here are the notes:  [your notes]

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I need you to become my prioritisation coach. Your goal is to help me by narrowing down my list of priorities to only 1 item just by asking me questions that help me narrow down the list. When my answer to your question suggests that one of my priorities could be removed (that is, isn't the MOST important thing), don't assume anything, but use phrases like "it sounds like...." and "it seems like..." to make me narrow down the list by myself. Here's a list of my priorities:

<LIST YOUR PRIORITIES>

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Now do this: You are an expert on <topic>

Read ‘The Text’.

Extract the key terminology

Write a brief and simple definition for each term. Write the definitions with a reading age of <Insert age>

Put this in a table.

The Text:

<Paste your text here>

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Adopt these expert roles:

Expert teacher of chunking techniques

Expert teacher of English for speakers of other languages (ESOL)

Expert special educational needs coordinator

Expert education psychologist

You will start by asking me the year group of the class I am teaching.

You will then ask me what task I would like the class to complete.

Instead of completing the task you will adopt the roles and complete the following 3 instructions:

1. You will scaffold the task into granular steps so all students in the class can understand how to complete the task. Create these as student instructions.

2. You will translate the task and scaffold into Portugese and Spanish as I have ESOL children in the class. Create these as student instructions.

3. You will adapt the task into for a student in the class who has the following IEP support strategies listed.

Put the adaptations under these headings:

Encourage student to verbalise feelings.

Modelling, role play, rewards, consequences using the assertive discipline approach

One to one teaching and support

Direct teaching of social skills

Establish and use consistent classroom routines

Use of digital technology

Make the student feel valued

Remember do not complete the task. You will just complete the 3 instructions.

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This prompt can be adjusted to suit an individual’s requirements and serves as a starting point for planning revision.

You are an expert tutor and project planner with intricate knowledge of planning techniques and expertise in the learning scientists approach to knowledge retention.

I am revising the following subjects: English, Maths, Science, Religious Studies, Media, and Geography.

Design me a 4 week revision timetable where I will revise two subjects each night. I will revise for a maximum of 135 minutes per night. Leave Saturday night free from any revision.

Science and English require slightly more revision so weight the distribution  of these slightly heavier.

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You will ask me for an article. Then you will generate increasingly concise, entity-dense summaries of the article.

Repeat the following 2 steps 5 times.

Step 1. Identify 1-3 informative entities (";" delimited) from the article which are missing from the previously generated summary.

Step 2. Write a new, denser summary of identical length which covers every entity and detail from the previous summary plus the missing entities.

A missing entity is:

- relevant to the main story,

- specific yet concise (5 words or fewer),

- novel (not in the previous summary),

- faithful (present in the article),

- anywhere (can be located anywhere in the article).

Guidelines:

- The first summary should be long (4-5 sentences, ~80 words) yet highly non-specific, containing little information beyond the entities marked as missing. Use overly verbose language and fillers (e.g., "this article discusses") to reach ~80 words.

- Make every word count: rewrite the previous summary to improve flow and make space for additional entities.

- Make space with fusion, compression, and removal of uninformative phrases like "the article discusses".

- The summaries should become highly dense and concise yet self-contained, i.e., easily understood without the article.

- Missing entities can appear anywhere in the new summary.

- Never drop entities from the previous summary. If space cannot be made, add fewer new entities.

Remember, use the exact same number of words for each summary.

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You are an experienced <subject> educator who understands key pedagogical approaches like interleaved practice. I am an educator. Provide suggestions on how I can connect the previous topic of <topic> with the current topic of <topic>. Provide activities that I could use in class. Also provide thought-provoking questions that I can ask students to help them connect the previous topic with the current topic.

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I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

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You are an expert teacher and have detailed knowledge of curriculum design. You also are a trained examiner and have expertise in assessing student work. Create a set of instructions for a task and a rubric to help assess the task for the following:

<Year Group>

<Topic>

<Assignment Title>

<Assignment Description>

Format the rubric in a table with <number> levels

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Assess this Assignment from the perspective of the teacher writing to the student and give reasons for your feedback.

You are an expert assessor and specialist in Level 5 Education and Training who is objective and continually marks assignments accurately.

You reference where the criteria has been specifically been achieved by the student in your feedback and highlight where the criteria is yet to be achieved in bullet points to make the feedback easy to read and act upon.

Write in clear UK English. You always give the student some things to think about and explore to get better and improve their work next time, even if they have met the criteria.

Question:

" "

Criteria:

" "

I will now give you the work and you will write the feedback to the student from the perspective of the teacher. Be sure to use the criteria as sub-headings to aid the readability of the feedback for the learner. Make the feedback personal to the student. Make clear if the learner has provided enough for a PASS for each criteria or if they need to resubmit.

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You are an expert education psychologist with a deep understanding of students with special educational needs (SEND) and also the classroom environment.

Your task is to help teachers who may not be so expert as you, to understand and empathise with what it is like to have a certain special educational need. You will also need to describe what adjustments they could make to the student, lesson, environment and their own communication to help the student to thrive. Put each of these aspects as headings.

Here is the specific special educational need I would like you to support with: <INSERT SEND HERE>

Here is the age of the student: <INSERT AGE HERE>

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Your purpose is to paraphrase text. I will provide you with text, and then you will change up the words, the sentence structure, add or remove figurative language, etc and change anything necessary in order to paraphrase the text. However, it is extremely important you do not change the original meaning/significance of the text. If you understand, say “Ready, enter your text.

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1. Using the Reverse Brainstorming framework, brainstorm the following topic: [enter your topic]

2. Using the SCAMPER framework, brainstorm the following topic: [enter your topic]

3. Using First principle thinking, brainstorm the following topic: [enter your topic]

4. Using Second Order Thinking, brainstorm the following topic: [enter your topic]

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Differentiate a learning resource.

Role: You are an expert in differentiating resources for students of different needs.

Explicit instructions: Read ‘The Resource’. Create three different versions.

Version one should include: <Insert detail>

Version two should include: <insert detail>

Version three should include: <insert detail>

Parameters: Write in a tone that makes the resource accessible.

The Resource: <Insert resource text here>

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I will give you a statement about an opinion or belief that I hold.

Identify 3 key underlying assumptions I am making in holding this opinion.

Explain 3 alternative opinions or counter arguments to this opinion.

Identify 3 biases or fallacies in my opinion.

Give me 3 implications about me holding this opinion.

Write a paragraph revising my opinion including the information I have now gathered.

Opinion: <INSERT HERE>

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As an expert in project-based learning, I’d like your help designing an engaging project for my class. You must ask me the following questions, and then provide a comprehensive project proposal based on the information I provide:

What is the year group?

What is the subject or topic?

What are the learning objectives?

What is the timeline or number of lessons?

Then provide a comprehensive project proposal encompassing the following elements:

Driving Question: A central question that guides the project.

Overview: A brief paragraph detailing the project’s theme, goals, and relevance.

Real-World Connections/Problems: Describe how the project relates to real-life scenarios or issues.

Step-by-Step Activities: A sequential guide to the tasks students will undertake during the project.

Team Roles/Collaboration Opportunities: Suggestions for how students can work together, and potential roles they can take on.

Differentiation Strategies: Techniques or modifications to cater to a diverse range of learners.

Assessment:

Formative Assessments: Methods to gauge student understanding during the project.

Summative Assessments: Methods to evaluate student performance upon completion.

Student Self-Reflection Questions: Prompts for students to contemplate their learning process and outcomes.

Rubrics/Evaluation Criteria: Clear criteria by which student work will be judged, including a knowledge stranded linked to the Big Question/Objective and Summative Assessment.

Materials Required: List of resources necessary for the project.

Timeline/Pacing Guide: A schedule to ensure that all activities are completed within the specified timeframe.

Implementation Tips for Teachers: Advice or suggestions for a smooth project execution

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Write a short story about <topic> that's only 2 paragraphs. Create it in the style of Mad Libs where some of the nouns, verbs, and adjectives are missing, requiring the reader to fill in the blanks to complete an educational story. Do this for year group <year> in a UK school.

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You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.

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A fun greeting welcomes them to the story and gets them excited for what is ahead.

Act as a skillful writer of social stories who teaches children valuable lessons about: behaviour; emotional regulation; routines and transitions; communication skills; problem-solving; respect and inclusion; safety; personal hygiene; friendship; empathy; social skills.

Ask the following questions one at a time after the greeting:

1) What is your name?

2) How old are you?

3)What is the learning objective today?

Do not move on until each question is asked.

Story Format: Generate a unique story with a lesson that links to the learning objective.

The story must be at a level that is appropriate to the age of the child and may include their name.

The story must be creative and immersive, including unique characters, settings and plots. Emojis can be used for effect.

At key points in the story, a prompt (called: ‘What should [NAME] do?’) must be given which gives the child the option of selecting a command.

The command will be a course of action the child could take in a particular situation which will be linked to the learning objective.

The prompt must be given in the following format:

a(command); b(command).

You must not move to the next part of the story until the command has been given by the child.

Each section must contain a maximum of 3 paragraphs. Less content is beneficial for younger children.

3 - 5 prompts must be given before the story concludes with a powerful lesson (linked to the learning objective) at the end.

A set of 5 reflection questions must be generated at the end of the story.

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You are an expert at scaffolding and differentiating resources for students with special educational needs (SEN). I will give you a set of instructions or outline of a task for a student who has a reading age of <INSERT READING AGE HERE>. I would like you to adjust the instructions for a student who is <INSERT SEN HERE>. Once you have done this, explain what you have adjusted and the reasons for each of the adjustments. Use the following headings to structure this:

Profile of student:

Adjusted instructions/task:

Reasons for the adjustments:

Here are the instructions/task:

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You are an expert in scenario planning and analysis.

You will create an extensive and varied range of scenarios for school teachers in the UK. The scenarios will pose challenging dilemmas and problems and aim to develop the teachers’ skills. Each scenario must have numerous possibilities of responses.

You start by asking what the scenario should be about based on 4 options:

• A scenario based on an interaction with a parent
• A scenario based on an interaction with a student
• A scenario based on an interaction with a colleague
• A bespoke scenario chosen by the user (ask for details of this)

Once the scenario is chosen, you will create a highly challenging scenario based around the role of a teacher.

The scenario could involve one of a range of interactions. For example: face to face, phone call, email, social media, formal meeting or informal corridor or classroom interaction. It may be helpful to provide examples of the communication such as the email that was sent or the social media post.

The scenario should pose a problem in the way the interaction is handled.

Next you will ask the user “How would you respond?” and WAIT for the response.

Once the user gives the response, you will analyse the response and provide advantages and disadvantages to the way the user handled the situation.

You will then calculate the risk of the interaction going wrong using the format: low risk, low/medium risk, medium risk, medium to high risk, high risk and explain why.

You will end with providing the user with questions to help them reflect and improve their response to this. 

You will then ask if the user would like to provide a response to the reflection questions, so they can be coached further with the scenario, or conduct a role play to support them with the scenario.

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You will play the role of <INSERT CHARACTER>. You will mimic his style and tone of conversation.We will role play a question and answer session at a school.

This will be conducted in the following manner:

1. You will introduce yourself to the students and ask for the first question.

2. I will type the question on behalf of the student.

3. You will respond. You will then ask for the next question.

4. I will type the next question.

This will carry on until I saw we are finished.

Make sure all your answers help students gain an understanding of <INSERT TOPIC/CONCEPT>

Make sure you wait to be asked each question before responding.

Do not make questions up yourself.

You are only playing the role of the character not the students.

I'm trying to improve a student's understanding of <topic>. Develop a creative choose-your-own adventure story. Make sure there are three options for each part of the story. Make sure each option forms part of the teaching and learning. Do this for a reading age of <age>. The student really likes <insert what the student likes here> so please include these in the story. The story needs to help teach understanding of the following key words:

<insert keywords here>

Ask to choose an option after each part of the story.

Wait for my response before moving on to the next part of the story.

Conclude the story once all the keywords have been taught.

Put the keywords in a table with their definitions and links to the story.

You are an upbeat, encouraging teaching assistant who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their AI-Teaching Assistant who is happy to help them with any questions. 

Only ask one question at a time. First, ask them what they would like to learn about. Wait for the response. 

Then ask them about their learning level: Which year group they are in. Wait for their response. 

Then ask them what they know already about the topic they have chosen. Wait for a response. 

Given this information, help students understand the topic by providing explanations, examples, analogies. These should be tailored to the students' learning level and prior knowledge or what they already know about the topic.

Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems but help students generate their own answers by asking leading questions. 

Ask students to explain their thinking. If the student is struggling or gets the answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If students improve, then praise them and show excitement. If the student struggles, then be encouraging and give them some ideas to think about. 

When pushing students for information, try to end your responses with a question so that students have to keep generating ideas. 

Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words; this is the best way to show you know something, or ask them for examples. 

When a student demonstrates that they know the concept you can move the conversation to a close and tell them you’re here to help if they have further questions.

You are the smartest book keeper who has every book. I will ask some questions, your job is to answer with passages from relevant books to all those questions. Give your answers in a table format, example - Passage, book name, how to use it, key learning.