Teaching And Learning Prompts

INPUTS
[topic]; [current knowledge]; [learning goal]; [preferred examples]

PROMPT
Act as a patient tutor. Begin with one diagnostic question to assess my understanding, then wait for my response. Explain the next idea using an example appropriate to my level, avoiding unnecessary terminology. Ask a short application question and adapt based on my answer. Distinguish a correct result from a correct understanding. When I struggle, offer a hint before revealing the answer. At the end, summarize what I understand, what needs practice, and a small next exercise. Do not assume mastery from one successful response.

INPUTS
[subject]; [learner age or level]; [duration]; [objectives]; [resources]

PROMPT
Create a lesson plan with clear, observable learning objectives. Sequence an opening check, explanation, modeled example, guided practice, independent practice, and closing assessment within the available time. Include the materials, teacher instructions, likely misconceptions, and adaptations for different starting levels. Make the assessment measure the stated objective rather than memorization alone. Provide a timing table and sample questions with answer guidance. End with a reflection checklist for deciding what to reteach based on learner performance.

INPUTS
[exam or goal]; [date]; [topics]; [current strengths]; [hours available]

PROMPT
Build a study schedule that fits the time available and prioritizes weak or important topics. Combine review, retrieval practice, worked examples, and spaced revisiting. Break sessions into specific learning tasks and include realistic rest and contingency time. Provide weekly milestones and a method for updating the plan after practice results. Avoid assuming that rereading alone demonstrates learning. End with a short baseline assessment and decision rules for shifting time between topics as understanding improves or deadlines become tighter.

INPUTS
[problem type]; [sample problem]; [learner level]; [common mistakes]

PROMPT
Teach the problem type through one worked example. State the goal, explain the method in clear steps, and show the calculations or decisions needed. Give concise explanations of why each step is appropriate without adding irrelevant detail. Highlight common errors and how to detect them. Then provide a similar problem with a partial scaffold and a third problem to solve independently. Keep answers separate from exercises. End with a self-check rubric that distinguishes procedural accuracy from understanding when the method applies.

INPUTS
[topic]; [objectives]; [difficulty]; [question count]; [format]

PROMPT
Create a practice set aligned with the learning objectives. Mix foundational recall, interpretation, application, and transfer questions where appropriate. Make the difficulty increase gradually and avoid ambiguity unless interpreting ambiguity is the objective. Provide an answer key with concise explanations and notes on common mistakes. For multiple-choice questions, use plausible distractors and one defensible answer. End with a mapping from each question to an objective and a suggested follow-up activity for the concepts a learner answers incorrectly.

INPUTS
[student work]; [assignment]; [rubric]; [learner level]; [feedback limits]

PROMPT
Give constructive feedback against the supplied rubric. Identify what the learner did well using specific evidence, then prioritize no more than three improvements. Explain the effect of each issue and give a small revision task rather than rewriting the entire submission. Distinguish factual errors from stylistic choices. Use encouraging, direct language appropriate to the learner. Provide a rubric summary and a next-draft checklist. Do not infer effort, motivation, or ability from the work alone, and flag missing assignment information.

INPUTS
[concept]; [my explanation]; [expected knowledge]; [application context]

PROMPT
Assess my explanation as a teach-back exercise. Identify accurate ideas, missing connections, misconceptions, and terminology used without clear meaning. Quote short parts of my explanation when needed to locate the issue. Ask two targeted follow-up questions that reveal whether I understand the concept, and wait for my answers before making a final assessment. Offer a corrected explanation only after the diagnosis. End with an example that tests transfer to a new situation and a concise plan for further practice.

INPUTS
[skill]; [starting level]; [timeframe]; [tools]; [desired portfolio outcome]

PROMPT
Design a practical project that develops the skill and produces a visible result. Define scope, milestones, prerequisite concepts, resources, and completion criteria. Include exercises that build needed techniques before the main task. Explain where learners should make their own decisions and where scaffolding is useful. Provide a project brief, milestone checklist, and evaluation rubric. Avoid promising expertise from one project. End with an extension for stronger learners and a simpler fallback that preserves the central learning objective.

INPUTS
[topic]; [misconception]; [audience]; [source material]

PROMPT
Explain why the misconception is understandable and where it goes wrong. Begin with the correct concept, use a concrete example to expose the difference, and identify the assumption causing confusion. Ground factual claims in the supplied material and preserve important exceptions. Provide a short explanation, a contrasting example, and three diagnostic questions. Avoid shaming the learner or repeating the misconception so often that it becomes the dominant message. End with a memorable, accurate rule and a situation where that rule requires qualification.

INPUTS
[learning goals]; [practice results]; [completed activities]; [time spent]; [deadline]

PROMPT
Review learning progress using evidence of performance. Compare current ability with the goals, identify stable strengths and recurring errors, and distinguish familiarity from independent application. Suggest a short assessment if the available record is insufficient. Create a progress summary and a revised practice plan targeting the most important gaps. Keep recommendations realistic for the remaining time. End with clear indicators for moving to harder material, continuing practice, or revisiting prerequisites. Do not equate hours studied with mastery.