Design an AI tutoring system for your students

Context

A primary or secondary teacher working with a mixed-ability class who wants to design an AI tutoring system that students can use independently outside school hours. The system applies the three UDL (Universal Design for Learning) principles to address the diversity of the class, including students with special educational needs and those without reliable technology access at home — an accessible alternative to paid private tutoring with a direct impact on equity.

Originally written for Chilean classrooms. References to PIE (Chile's Special Education Integration Program) and the MBE (Marco para la Buena Enseñanza) apply specifically to the Chilean system. Substitute your school's special education support program and your school's teaching framework as appropriate.

Paste first

Before opening the model, have ready:

• The subject name and grade level (for example: "Mathematics, 7th grade")
• The 2–3 most frequent difficulties you observe in the group, described generically
• The topic or unit you want to work on in the first tutoring cycle
• A description of your students' actual technology access: do they have their own phone with data? Is there a computer lab at school? Do they have internet access at home?

Privacy rule: Describe the group generically ("some students have a gap in fractions, three students are in the special education support program, several have intermittent absences"). Do not mention names, ID numbers, or individual diagnoses.

Act as an instructional design specialist with experience in K-12 education and knowledge of your school's teaching framework (domain A: preparation for teaching). I'm going to share information about my class and I need your help designing an AI tutoring system that my students can use independently outside class hours.

This system aims to provide individualized support to those who need it most, especially students who don't have access to paid private tutoring.

**Class information:**
- Subject: {{subject}}
- Grade level: {{grade level, e.g. "7th grade"}}
- Group description: {{describe the group — level of mixed ability, frequent difficulties you observe, range of performance, gaps from previous years, or students with special educational needs; no names or individual diagnoses}}
- Topic or unit for the first tutoring cycle: {{specific topics or content you want to work on}}
- Students' technology access: {{describe what they have available — own phone with data, school computer lab, internet at home, or other}}

**What I need:**

1. A **start-up protocol** of at most one page that I can give my students explaining what AI is useful for as a tutor and how to use it well. The language must be appropriate for {{grade level}} students, without technical jargon.
2. A **starter prompt** that my students can copy and paste to begin a tutoring session on the indicated topic. It must be written in the student's first person and instruct the AI to guide them step by step without giving direct answers.
3. A **three-step guide** so the student knows when to end the session and how to record what they learned, which works even with just pen and paper.
4. **Two adaptations of the system for students with greater gaps in {{subject}}**, applying the three UDL principles: multiple means of representation (Principle I), multiple means of action and expression (Principle II), and at least one motivation and self-regulation strategy that helps the student sustain independent effort during the session (Principle III). For each adaptation, include a concrete adjustment for students in the special education support program or with special educational needs in the group, if any.
5. **Two adjustments of the system for the technology access limitations** I described, so that support is also possible for students who don't have their own device available or don't have a stable connection at home.
6. A list of **two things students must not do** when using AI as a tutor, specific to this grade level and subject.

Respond in English, with direct language. Organize the output with numbered points. Do not invent information about your national curriculum; work only with the data I provided.

Expected output

Example (abbreviated):

1. Start-up protocol — AI is a program that can have a conversation with you and help you understand topics step by step. It doesn't give you ready-made answers: its job is to accompany you while you think. How to start: (1) Open the AI app. (2) Copy the starter text and paste it into the chat. (3) Work for 20 to 30 minutes.

2. Starter prompt (copy and paste) — Hi. I'm a 7th grade student and I'm learning algebra. Be my tutor. Don't give me the answer directly: ask me questions that help me think. Use everyday examples. Start by asking me what I know about letters in math.

3. Close-out: write down the date, what you worked on, what you understood and what you didn't. Stop the session when you can write an example without looking at the chat.

4. UDL adaptation (Principle III): at the start the student chooses a small goal ("today I just want to understand what an unknown is"); the AI recalls it mid-session. Special education adjustment: numbered instructions, one at a time, with short sentences.

5. No personal device: printed protocol with the starter prompt ready to copy; records always on paper. Unstable wifi: guided-question sheet (offline) that substitutes the session when there's no access.

6. Must not do: (1) ask the AI to solve the exercise — they get the number but don't learn the procedure; (2) copy the AI's learning record — they lose the only moment in which they consolidate what they learned without external support.

Watch out for

• The AI may design the system assuming all students have their own device with a good connection. If your reality is different, state it in the technology access description and ask for offline or shared-access variants.
• The student starter prompt may suggest "attaching files" or using features only available in paid versions. Review it before giving it to the class.
• The start-up protocol the AI generates could include steps that require personal student data to work. Verify that no step asks for identifiable information.

Suggested iteration

If the start-up protocol turns out too long or difficult for the grade level, ask: "Simplify the start-up protocol to five steps with language for a {{grade level}} student who has never used a chatbot." If you want to extend the system to another unit, ask: "Adapt the starter prompt for {{new unit or subject}}, keeping the same instructions about not giving direct answers."