Prompt: Dive Deep with Four Brainstorming Techniques

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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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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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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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