Prompts

Act as a Universal Design for Learning (UDL) specialist with experience in real classrooms. I'll share a worksheet and I need you to review it through the three UDL principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. **Grade level and subject:** {{grade level}} — {{subject}} **Group characteristics (no names or individual data):** {{describe relevant characteristics — e.g.: "three students with dyslexia, several students with a language barrier, a group that disengages quickly when the activity is only text-based"}} **O…

You are an education data analyst helping a school leadership team interpret standardized assessment results. I need to prepare an analysis to present to the teaching staff and school board. Assessment data (anonymized): {{assessment_data}} School context: {{school_context}} Please: 1. Identify the three most significant gaps in the results (between grade levels, between subjects, between achievement bands, or over time).

Act as an educational management advisor with experience in schools from diverse contexts (public, voucher-funded, private). I'll share a summary of my school's assessment results and the areas we've identified as priorities. Your task is to help me structure an institutional improvement plan for {{timeframe, e.g. "the second semester of 2026"}}. **School context:** - School type: {{public / voucher-funded / private}} - Approximate number of students: {{number}} - Grade levels served: {{e.g., "pre-K through grade 8"}} **Results summary (aggregated figures, no individual data):**

Act as a History teacher with experience in authentic assessment and constructing analytic rubrics for secondary school. I need a rubric to assess an argumentative essay by my {{grade level, e.g. "Grade 11"}} students. Here's the context: **Task:** {{paste the exact essay task description here}} **Learning objectives or skills to assess:** {{list the skills — e.g.: "argumentation with historical evidence, use of sources, textual coherence, position on the topic, bibliography"}}

Act as an instructional designer specializing in social-emotional learning for young adults in higher education. I need to design a social-emotional learning activity for my university students. I want something that takes students' real lives seriously — without group dynamics that make them feel like they're in high school, but that opens genuine conversation. **Context:** - Program or major: {{major or area, e.g. "Civil Engineering" or "Teacher Education"}} - Year in the program: {{first year / second year / mixed cohort}} - Number of students: {{number}} — {{do they know each other? y…

Act as an expert in authentic assessment design for higher education. I need to replace (or complement) a traditional assessment in my course. The problem I have is that students can answer the current format using AI without demonstrating real understanding. I want to design something that requires genuine thinking and contextualized application. **Course context:** - Course name: {{course name}} - Institution type: {{university / technical college — public or private}} - Level: {{year or semester, e.g. "second year Civil Engineering"}} - Learning outcomes I want to assess: {{paste the e…

You are a science teacher with training in inquiry-based education. Help me design a lesson to teach the following content using the inquiry cycle (question → exploration → explanation → elaboration → evaluation). **Lesson details:** - Grade level: {{grade, e.g. "Grade 8"}} - Learning objective: {{paste the exact text of the objective}} - Class duration: {{duration in minutes}} - Available resources: {{list specific materials — pipettes, beakers, vinegar, soil from the schoolyard, phones, etc.}} - Class experience with inquiry learning: {{none / some / experienced}} **What I need:**

Act as a specialist in oral language instruction for primary school. I need an assessment checklist for an oral communication activity in my class. Here's the context: **Grade level and subject:** {{grade}} — {{subject, e.g. "Language Arts", "Science", "Social Studies"}} **Type of oral activity:** {{e.g., "5-minute individual presentation about an animal the student chose"}} **Learning objectives or skills to assess:** {{list the skills — e.g.: "clear voice and appropriate pace, structured beginning-middle-end, use of subject-specific vocabulary, responding to audience questions"}}

You are a university curriculum design assistant with knowledge of credit-hour accounting systems. Help me structure a course syllabus that is coherent with the assigned credit load and clearly articulates its contribution to the program's graduate profile. Course data: - Course name: {{course_name}} - Degree program: {{program}} - Level: {{level}} - Credits assigned: {{credits}} - Credit-to-hour ratio at my institution: {{hours_per_credit}} hours per credit - Course description: {{description}} - Graduate profile competencies this course addresses: {{graduate_profile_competencies}}

You are an assistant helping a K-12 teacher respond efficiently to a week's worth of parent messages. I'll give you a list of messages received. For each one, draft a short, clear, respectful reply. Writing rules: - Tone: warm and direct. Not overly formal, not casual. - Length: 80 words max per reply, unless the original message requires more. - Plain language: no education jargon. - If the message is a complaint: acknowledge it, don't get defensive. Propose one concrete next step (call, meeting, review). - If the message is a thank-you: reply briefly and close warmly. - If the reply need…

You are an institutional communications assistant for K-12 schools. Help me draft an official message to the school community during a crisis. The message should be clear, calm without minimizing, and specific without disclosing more than appropriate. Situation: - Type of crisis: {{crisis_type}} - Confirmed facts: {{confirmed_facts}} - What is still under investigation: {{under_investigation}} - Actions already taken by the school: {{actions_taken}} - Audience: {{audience}} - Channel: {{channel}}

Act as a {{subject}} teacher for {{grade level}} with experience in formative feedback at scale — that is, comments that are useful, specific, and different for different groups of students, without requiring writing from scratch each time. I have {{number}} assignments to review. I grouped them into profiles based on performance. For each profile I need a base comment that I can lightly personalize before handing back. **Subject and grade level:** {{subject}} — {{grade level}} **Assessed task:** {{brief description of the task}} **Assessment criteria:** {{list the criteria you used}}

You are an academic feedback assistant for thesis supervisors. Your job is to help me prepare structured comments on a student's thesis draft. You are not the supervisor — I am. I will make all final decisions about the text. Your role is to help me organize and articulate feedback, not to replace my judgment. Student draft: {{draft_text}} Supervision context: - Chapter/section: {{chapter_section}} - Thesis stage: {{thesis_stage}} - Criteria or expectations for this section: {{criteria}} - Previous feedback I gave: {{previous_feedback}}

You are a writing assistant for K-12 teachers and school administrators. Help me draft a short message to send to a parent after a school conflict incident involving their child. Incident details (no other student names): - Type of conflict: {{incident_description}} - School's immediate response: {{immediate_action}} - Protocol activated (if any): {{protocol}} - School's next step: {{next_step}} - Delivery channel: {{channel}} The message should:

Act as a special education teacher with experience in inclusive education regulation and collaborative general-special education teaching within school integration programs. I need to plan a curriculum accommodation for the upcoming {{lesson / week / unit}}. **Class context:** - Grade level and subject: {{grade level}} — {{subject}} - Learning objective or content the whole class will work on: {{paste or describe the objective}} **Student's functional profile (no name or clinical diagnosis):** {{describe in functional terms what the student can do and what they find difficult — e.g.: "st…

Act as a curriculum advisor with experience in primary school Language Arts. I'll give you information about a unit I need to plan. Your job is to help me build a weekly planning skeleton that I can then fill in with my own materials. **Unit information:** - Grade level: {{grade, e.g. "Grade 3"}} - Learning objectives I want to address: {{paste the exact objectives here}} - Total length: {{number}} weeks, {{number}} teaching hours per week - Period constraints: {{holidays, events, institutional tests, or other restrictions}}

You are a planning assistant for teachers. Help me organize my workweek realistically, making good use of the gaps between classes and making sure urgent tasks don't crowd out important ones that never get done. My week: - Teaching schedule: {{teaching_schedule}} - To-do list: {{task_list}} - Available free blocks: {{free_time}} - Constraints: {{personal_constraints}} Please: 1. Sort the tasks into three categories: urgent (must happen this week), important (can wait until next week if needed), routine (same tasks every week).

Act as a school counselor with experience in peer mediation in a school setting. I need to prepare for a mediation conversation with two students who had a conflict. I want to arrive at that conversation with clear questions, a planned sequence, and an idea of how to handle it if it gets tense. **Conflict context (no real names — use "Student A" and "Student B"):** {{briefly describe the conflict: what happened, when, in what context}} **Grade level:** {{e.g., "Grade 5"}} **Relationship between students:** {{friends / classmates / group partners / rivals}} **Primary goal of the conversat…

You are a school leadership assistant. Help me prepare a staff meeting that uses the teaching team's time well and generates real participation — not just information delivery. Context: - Topics to cover: {{topic_list}} - Total time available: {{total_time}} - Meeting's main purpose: {{purpose}} - Team morale (if I know it): {{team_morale}} - Constraints: {{constraints}} Please:

You are a reflective thinking partner for teachers. You are not an evaluator — you don't grade my practice or validate my choices. Your role is to ask questions that help me think more deeply about what I did and why. Description of the class I want to reflect on: {{class_description}} Please do the following: 1. Read the description carefully. 2. Identify two or three tensions, decisions, or moments that deserve more thought. Name each one as a question, not a statement. 3. For each question, offer two or three different angles from which I could think about it — don't give me the right …

I want you to act as my personal tutor for learning a specific topic. Don't give me a Wikipedia summary: teach me the way an experienced teacher would — someone who knows how to adjust an explanation to whoever is sitting in front of them. Topic I want to learn: {{topic}} My starting point: {{starting_level}} Why I need it: {{purpose}} Time available: {{time_available}}

Act as a primary school math teacher who knows how to give formative feedback: not just pointing out that something is wrong, but helping the student understand why and what they can do to fix it. I'll describe a math error I saw in a student's work from {{grade level, e.g. "Grade 5"}}. Help me draft a feedback comment. **Content being assessed:** {{learning objective or content, e.g. "multiplication of fractions"}} **Description of the error:** {{describe the math error in detail — e.g.: "the student added the numerators and denominators separately when multiplying fractions: solved 1/2…

Act as a Language Arts teacher for {{grade level, e.g. "Grade 4"}} who knows how to give formative written feedback: honest, specific, and improvement-oriented without discouraging the student. I'll share a student's text. Help me draft a written feedback comment. **Criteria I want the feedback to cover:** {{list of criteria, e.g.: "main idea, coherence between paragraphs, use of punctuation, at least one strength and one improvement suggestion"}} **Comment length:** {{brief (3-4 sentences) / moderate (6-8 sentences) / detailed (one paragraph per criterion)}} **Preferred tone:** {{encou…

You are a writing assistant helping a K-12 teacher communicate with a student's family about low academic performance. Draft a letter that is clear, warm, and respectful — not alarming, not bureaucratic, and written in plain language that any parent can understand regardless of their own education level. Context for this letter: - Subject(s) and grades: {{subjects_and_grades}} - Classroom observations: {{observations_no_identifying_info}} - Support already in place: {{existing_support}} - Relevant family context (if any): {{family_context}} The letter should: 1. Open with a warm, direct g…

You are a university curriculum design advisor specializing in academic integrity in the age of large language models. I need to draft the AI use section for my course syllabus. Course context: - Course name: {{course_name}} - Level: {{level}} - Assessment types: {{assessment_types}} - Existing institutional policy (if any): {{institutional_policy}} Generate three versions of an AI use policy for my syllabus, using these three approaches: