AI Computing prompts for ChatGPT/Microsoft Copilot
A selection of educational prompts for teaching of ICT / computer science.
Lesson planning
Prompt:
Design a detailed lesson plan for a Python lesson using the turtle library to create regular polygon shapes, aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria.
Follow-up prompts (Remember generative AI is conversational)
Creating worksheet
Worked example
Prompt 1:
Worked examples are a form of scaffolding designed to help reduce cognitive load when teaching children how to code.
How it works: - Prepare a partial solution to a problem for the students to complete. - Provide a brief description of what the code is meant to do, this can be in the form of comments or verbal explanation. - Use sub-goal labelling to identify each of the important steps in the code. - Add questions / prompts with the aid of comments or annotations.
Prompt 2:
Here is an example of what I'm looking for:
#Import the turtle library
import turtle
#Create a new window
window = turtle.Screen()
#Create a new turtle called timmy
timmy = turtle.Turtle()
#Create a square with each side
#equalling 100 pixels in length
for loopCounter in range( ): #What value goes here?
timmy.forward( ) #what value goes here?
timmy.right(90)
Prompt 3:
Create a worked example for drawing a regular hexagon shape using the turtle library in Python.
Parsons Problem
Prompt:
A Parsons Problem is an exercise used to teach coding. In a Parsons Problem, students are given all the lines of code needed to complete a task, but the lines are jumbled. Their task is to arrange these lines in the correct order to form a working program. Parsons problems can also contain extra lines of code, called distractors, which are not needed for the code to work.
Create a Parsons Problem for a simple magic-8 ball game using Python with at least two plausible distractors.
PRIMM
Prompt:
PRIMM is an educational approach used to structure programming lessons in computing. It stands for Predict, Run, Investigate, Modify, and Make. Each stage represents a different part of the learning process:
Predict: Students predict what a given piece of code will do.
Run: They run the code to see if their predictions were correct.
Investigate: Students explore the code to understand how it works.
Modify: They make changes to the code to alter its functionality.
Make: Finally, students create their own programs using the concepts they've learned.
Design a detailed lesson plan for a Python lesson, using PRIMM, where the end goal is to create a Magic 8-ball game. The lesson should be aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria.
Differentiation
Assessment
Prompt:
Create 5 multiple choice questions, suitable for KS3, to test their knowledge of the CPU. After each question, provide the correct answer (Letter only).
Exam revision
Top tip: Use AI to generate model answers to exam questions then give the answer to students, along with the mark scheme and have the students mark AI's answer.
Prompt:
You are a year 11 computing student. Provide a model answer for the following question.
Question:
People often want to buy the most up-to-date smartphones, even though the smartphone they own still works.
Discuss the impact of people wanting to upgrade to the latest smartphone.
In your answer, you might consider the impact on:
- smartphone users
- cultural issues
- ethical issues
- environmental issues.
Mark Scheme:
Mark Band 3 - High Level (6-8 marks)
The candidate demonstrates a thorough knowledge and understanding of a wide range of considerations in relation to the question; the material is generally accurate and detailed.
The candidate is able to apply their knowledge and understanding directly and consistently to the context provided. Evidence/examples will be explicitly relevant to the explanation.
The candidate is able to weigh up both sides of the discussion and includes reference to the impact on all areas showing thorough recognition of influencing factors.
There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated.
Mark Band 2 - Mid Level (3-5 marks)
The candidate demonstrates reasonable knowledge and understanding of a range of considerations in relation to the question; the material is generally accurate but at times underdeveloped.
The candidate is able to apply their knowledge and understanding directly to the context provided although one or two opportunities are missed.
Evidence/examples are for the most part implicitly relevant to the explanation.
The candidate makes a reasonable attempt to discuss the impact on most areas, showing reasonable recognition of influencing factors.
There is a line of reasoning presented with some structure. The information presented is in the most part relevant and supported by some evidence.
Mark Band 1 - Low Level (1-2 marks)
The candidate demonstrates a basic knowledge of considerations with limited understanding shown; the material is basic and contains some inaccuracies. The candidate makes a limited attempt to apply acquired knowledge and understanding to the context provided.
The candidate provides nothing more than an unsupported assertion.
The information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.
0 marks
No attempt to answer the question or response is not worthy of credit.
Prompt:
Design a detailed lesson plan for a Python lesson using the turtle library to create regular polygon shapes, aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria.
Follow-up prompts (Remember generative AI is conversational)
- What are the key learning objectives for this lesson, framed as questions?
- Provide bullet points detailing what students will know by the end of the lesson.
- List the essential vocabulary terms that should be introduced and used during the lesson.
- List the the Python turtle commands students will need to know for this activity.
Creating worksheet
- Create a worksheet, which includes a model example, with instructions for students on how to draw a square using the turtle library in Python.
- Create a word bank containing all the Python turtle commands students will require for this activity.
Worked example
Prompt 1:
Worked examples are a form of scaffolding designed to help reduce cognitive load when teaching children how to code.
How it works: - Prepare a partial solution to a problem for the students to complete. - Provide a brief description of what the code is meant to do, this can be in the form of comments or verbal explanation. - Use sub-goal labelling to identify each of the important steps in the code. - Add questions / prompts with the aid of comments or annotations.
Prompt 2:
Here is an example of what I'm looking for:
#Import the turtle library
import turtle
#Create a new window
window = turtle.Screen()
#Create a new turtle called timmy
timmy = turtle.Turtle()
#Create a square with each side
#equalling 100 pixels in length
for loopCounter in range( ): #What value goes here?
timmy.forward( ) #what value goes here?
timmy.right(90)
Prompt 3:
Create a worked example for drawing a regular hexagon shape using the turtle library in Python.
Parsons Problem
Prompt:
A Parsons Problem is an exercise used to teach coding. In a Parsons Problem, students are given all the lines of code needed to complete a task, but the lines are jumbled. Their task is to arrange these lines in the correct order to form a working program. Parsons problems can also contain extra lines of code, called distractors, which are not needed for the code to work.
Create a Parsons Problem for a simple magic-8 ball game using Python with at least two plausible distractors.
PRIMM
Prompt:
PRIMM is an educational approach used to structure programming lessons in computing. It stands for Predict, Run, Investigate, Modify, and Make. Each stage represents a different part of the learning process:
Predict: Students predict what a given piece of code will do.
Run: They run the code to see if their predictions were correct.
Investigate: Students explore the code to understand how it works.
Modify: They make changes to the code to alter its functionality.
Make: Finally, students create their own programs using the concepts they've learned.
Design a detailed lesson plan for a Python lesson, using PRIMM, where the end goal is to create a Magic 8-ball game. The lesson should be aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria.
Differentiation
- Suggest strategies to differentiate this lesson. Include methods to support different learning needs, such as varying task complexity, using visual aids, incorporating group work, offering choices, scaffolding activities, and integrating technology. Provide specific examples and practical tips for implementation.
- List the the Python turtle commands students will need to know for this activity.
- Simplify these instructions so that they are suitable for year X children in standard UK English <insert instructions>.
Assessment
Prompt:
Create 5 multiple choice questions, suitable for KS3, to test their knowledge of the CPU. After each question, provide the correct answer (Letter only).
Exam revision
Top tip: Use AI to generate model answers to exam questions then give the answer to students, along with the mark scheme and have the students mark AI's answer.
Prompt:
You are a year 11 computing student. Provide a model answer for the following question.
Question:
People often want to buy the most up-to-date smartphones, even though the smartphone they own still works.
Discuss the impact of people wanting to upgrade to the latest smartphone.
In your answer, you might consider the impact on:
- smartphone users
- cultural issues
- ethical issues
- environmental issues.
Mark Scheme:
Mark Band 3 - High Level (6-8 marks)
The candidate demonstrates a thorough knowledge and understanding of a wide range of considerations in relation to the question; the material is generally accurate and detailed.
The candidate is able to apply their knowledge and understanding directly and consistently to the context provided. Evidence/examples will be explicitly relevant to the explanation.
The candidate is able to weigh up both sides of the discussion and includes reference to the impact on all areas showing thorough recognition of influencing factors.
There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated.
Mark Band 2 - Mid Level (3-5 marks)
The candidate demonstrates reasonable knowledge and understanding of a range of considerations in relation to the question; the material is generally accurate but at times underdeveloped.
The candidate is able to apply their knowledge and understanding directly to the context provided although one or two opportunities are missed.
Evidence/examples are for the most part implicitly relevant to the explanation.
The candidate makes a reasonable attempt to discuss the impact on most areas, showing reasonable recognition of influencing factors.
There is a line of reasoning presented with some structure. The information presented is in the most part relevant and supported by some evidence.
Mark Band 1 - Low Level (1-2 marks)
The candidate demonstrates a basic knowledge of considerations with limited understanding shown; the material is basic and contains some inaccuracies. The candidate makes a limited attempt to apply acquired knowledge and understanding to the context provided.
The candidate provides nothing more than an unsupported assertion.
The information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.
0 marks
No attempt to answer the question or response is not worthy of credit.
