Educational prompts for ChatGPT
A selection of educational prompts for ChatGPT or Microsoft Copilot.
1: Composing emails
Create a draft email for parents informing them of the upcoming year 7 trip to Scotland. In the email, remind parents that final payments must be received by Friday 20th September. Also, inform parents that their child/children must bring suitable clothing in case of cold/wet weather.
2: Interrogating PDFs
Summarise a PDF
https://assets.publishing.service.gov.uk/media/5a7c1408e5274a1f5cc75a68/SECONDARY_national_curriculum_-_Mathematics.pdf
Summarise this document and list the 5 main key points as bullet points.
3: Create a lesson plan
Design a detailed lesson plan for a year 6 literacy activity focusing on alliteration using text from the Gruffalo, aligned with the National curriculum in England: primary curriculum (upper key stage 2). Please structure the lesson into distinct segments: a 10-minute warm-up activity to introduce the topic, a 10-minute engaging lecture with interactive elements, 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 based on the learning objectives. Ensure the lesson is designed to be completed within a standard class period of 60 minutes.
Some follow up prompts:
4: Generate a model exam answer
Provide a model answer for the following question.
You are a year 11 student of English.
Question:
Read the following extract from "To Kill a Mockingbird" by Harper Lee. Write a response to the following question: How does Harper Lee use imagery to convey the setting of Maycomb?
Extract: "Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer's day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum."
Mark Scheme:
8 marks are available for content, structure, and quality of language. In order to achieve the top marks, students must show a clear understanding of the question and provide a well-structured and detailed response. The following mark scheme indicates the skills and knowledge required to achieve each band:
Band 1 (1-2 marks): The response shows a basic understanding of the question and extracts, with limited or no reference to imagery. The answer may lack structure, coherence, and clarity, and contain errors in grammar, spelling, and punctuation.
Band 2 (3-4 marks): The response shows some understanding of the question and extracts, with some reference to imagery. The answer may contain some structure, coherence, and clarity, but there may be some errors in grammar, spelling, and punctuation.
Band 3 (5-6 marks): The response shows a good understanding of the question and extracts, with clear and detailed reference to imagery. The answer may contain a well-structured.
Your answer should include 4 paragraphs, explaining two points in each. Each point will need an example and then an explanation of the example in relation to the topic in the question.
5: Create a multiple-choice quiz
You're a year 5 primary teacher. Make 3 multiple choice questions to test students' understanding of photosynthesis. After each question, provide the correct answer (Letter only).
6: Generate a Scheme of Work
You are a year 5 PE teacher. Create a unit of work for year 5 netball students over a 6-week period. Each session must contain a warmup, skill development and main task and will last for 50 minutes.
7: Create differentiated resources
Create an assignment that is challenging for year 7 students who have a strong understanding of fractions, but also provides support and scaffolding for students who are struggling with the material.
8: Generate ideas to support collaborative learning
Create a set of discussion prompts for a group of year 11 students to use during a discussion about climate change. The prompts should be thought-provoking and encourage the students to think critically and express their ideas in a respectful and inclusive way.
Create a draft email for parents informing them of the upcoming year 7 trip to Scotland. In the email, remind parents that final payments must be received by Friday 20th September. Also, inform parents that their child/children must bring suitable clothing in case of cold/wet weather.
2: Interrogating PDFs
Summarise a PDF
https://assets.publishing.service.gov.uk/media/5a7c1408e5274a1f5cc75a68/SECONDARY_national_curriculum_-_Mathematics.pdf
Summarise this document and list the 5 main key points as bullet points.
3: Create a lesson plan
Design a detailed lesson plan for a year 6 literacy activity focusing on alliteration using text from the Gruffalo, aligned with the National curriculum in England: primary curriculum (upper key stage 2). Please structure the lesson into distinct segments: a 10-minute warm-up activity to introduce the topic, a 10-minute engaging lecture with interactive elements, 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 based on the learning objectives. Ensure the lesson is designed to be completed within a standard class period of 60 minutes.
Some follow up prompts:
- What are some scaffolds I could use with students that might be struggling with this content?
- How might I make the lecture more interactive? Provide 3-5 ideas for this lesson
4: Generate a model exam answer
Provide a model answer for the following question.
You are a year 11 student of English.
Question:
Read the following extract from "To Kill a Mockingbird" by Harper Lee. Write a response to the following question: How does Harper Lee use imagery to convey the setting of Maycomb?
Extract: "Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer's day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum."
Mark Scheme:
8 marks are available for content, structure, and quality of language. In order to achieve the top marks, students must show a clear understanding of the question and provide a well-structured and detailed response. The following mark scheme indicates the skills and knowledge required to achieve each band:
Band 1 (1-2 marks): The response shows a basic understanding of the question and extracts, with limited or no reference to imagery. The answer may lack structure, coherence, and clarity, and contain errors in grammar, spelling, and punctuation.
Band 2 (3-4 marks): The response shows some understanding of the question and extracts, with some reference to imagery. The answer may contain some structure, coherence, and clarity, but there may be some errors in grammar, spelling, and punctuation.
Band 3 (5-6 marks): The response shows a good understanding of the question and extracts, with clear and detailed reference to imagery. The answer may contain a well-structured.
Your answer should include 4 paragraphs, explaining two points in each. Each point will need an example and then an explanation of the example in relation to the topic in the question.
5: Create a multiple-choice quiz
You're a year 5 primary teacher. Make 3 multiple choice questions to test students' understanding of photosynthesis. After each question, provide the correct answer (Letter only).
6: Generate a Scheme of Work
You are a year 5 PE teacher. Create a unit of work for year 5 netball students over a 6-week period. Each session must contain a warmup, skill development and main task and will last for 50 minutes.
7: Create differentiated resources
Create an assignment that is challenging for year 7 students who have a strong understanding of fractions, but also provides support and scaffolding for students who are struggling with the material.
8: Generate ideas to support collaborative learning
Create a set of discussion prompts for a group of year 11 students to use during a discussion about climate change. The prompts should be thought-provoking and encourage the students to think critically and express their ideas in a respectful and inclusive way.
