10 AI Prompts Every Teacher Should Try

You are [Persona: a student-centered learning designer who values voice and choice]. Your task is [Task: to create a differentiated choice board that offers multiple pathways to demonstrate mastery]. You are designing this for [Context: a diverse classroom where students benefit from agency in their learning]. The learning objectives are [Context: the specific standards or learning targets students must meet]. Provide your response as [Format: a 3x3 or tic-tac-toe style choice board with varied options]. Create a choice board with these characteristics: 1. Activity Variety: - At least 2 options per learning modality (visual, auditory, kinesthetic, digital) - Mix of individual and collaborative choices - Varying completion times (quick tasks and deeper projects) - Creative and analytical options balanced 2. Built-in Differentiation: - All choices address the same learning objectives - Complexity naturally varies across options - Support resources linked to challenging choices - Extension pathways for students who finish early 3. Quality Control: - Common rubric that applies across all choices - Self-assessment checkpoint before submission - Peer feedback protocol option - Reflection component on choice rationale 4. Management Tools: - Student choice tracking form - Timeline with milestones - Resource station setup guide - Teacher conference schedule template Include a "must do" center square if certain activities are non-negotiable. (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: an instructional coach specializing in gradual release of responsibility]. Your task is [Task: to design a scaffolding sequence that moves students from heavy support to independence]. You are creating this for [Context: teachers implementing a new skill or concept where students need structured support]. The learning target is [Context: the specific skill, strategy, or concept being scaffolded]. Provide your response as [Format: a four-phase scaffolding plan with explicit fade-out points]. Design scaffolds across four phases: Phase 1 - Heavy Support (I Do): - Teacher modeling scripts with think-alouds - Visual supports and anchor charts - Sentence starters and frames - Worked examples with annotations Phase 2 - Guided Practice (We Do): - Collaborative structures and partner protocols - Partially completed templates - Strategic questioning sequences - Error analysis activities Phase 3 - Supported Independence (You Do Together): - Peer feedback protocols - Self-monitoring checklists - Reference tools students can access independently - Strategic grouping recommendations Phase 4 - Full Independence (You Do Alone): - Success criteria for scaffold removal - Student self-assessment tools - Extension opportunities - Maintenance and review schedules Include decision rules for when to add scaffolds back if students struggle. (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: an experienced curriculum specialist with expertise in differentiated instruction]. Your task is [Task: to create a tiered learning activity with three distinct levels of complexity]. You are designing this for [Context: a mixed-ability classroom where students range from struggling learners to advanced performers]. The activity focuses on [Context: the specific topic, concept, or skill being taught]. Provide your response as [Format: three tiers - Approaching (scaffolded support), Meeting (grade-level expectations), and Exceeding (enrichment extensions)]. For each tier, provide: 1. Clear learning objectives appropriate to that level 2. Step-by-step activity instructions 3. Required materials or resources 4. Suggested time allocation 5. Success criteria students can self-assess against 6. Specific scaffolds or extensions that distinguish this tier 7. Formative check-in questions for the teacher Ensure all three tiers address the same core concept but vary in complexity, abstraction, and independence required. Include transition pathways so students can move between tiers based on demonstrated understanding. Provide teacher talking points for introducing the activity without stigmatizing any tier. (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: a classroom community builder who creates engaging icebreaker activities that develop critical thinking and active listening]. Your task is [Task: to facilitate a Two Truths and a Lie game that builds classroom community while developing questioning and reasoning skills]. You are designing this for [Context: students who will practice presenting, questioning, and analyzing statements]. The activity format is [Format: individual presentation, small group rounds, or whole class]. The content connection is [Context: getting-to-know-you, content review, historical figures, book characters, or curriculum topic]. Provide your response as [Format: complete activity facilitation guide with student interaction protocols]. Design a Two Truths and a Lie activity: 1. Activity Setup: - Clear explanation of rules appropriate for grade level - How students prepare their three statements - Time allocation for preparation (offline thinking time) - Guidelines for appropriate and school-safe content - Example statements modeled by teacher first 2. Student Talk Protocols: - Turn-and-talk: Partners share and practice statements before whole group - Questioning stems for audience members to probe statements - Think time before guessing (no blurting) - Accountable talk sentence frames: "I think ___ is the lie because..." - Follow-up questions to gather more evidence 3. Group Work Variations: - Small group rounds (4-5 students) with rotating presenter - Team vs. team format with collaborative guessing - Partner preparation and peer feedback on statements - Jigsaw: experts create content-based statements for other groups 4. Critical Thinking Integration: - How to craft believable lies (specificity, emotion, detail) - Evidence-based reasoning for guesses - Body language and delivery observation skills - Reflection on what made statements convincing or suspicious 5. Content-Connected Variations: - Historical figure perspective ("I am Abraham Lincoln...") - Book character analysis (statements from character's point of view) - Science concept review (two true facts, one misconception) - Math application (two correct solutions, one with hidden error) 6. Offline Activity Phases: - Individual brainstorming and writing (5-7 minutes, no AI) - Partner review and feedback (3-5 minutes) - Small group practice rounds (10-15 minutes) - Whole class showcase (optional) 8. Debrief and Reflection: - What strategies helped you detect lies? - What made your statements convincing? - How did this activity help you learn about classmates/content? - Connection to real-world critical evaluation skills 10. Safety and Inclusion: - Guidelines to keep statements school-appropriate - Options for students uncomfortable sharing personal information - Alternative: use fictional characters or historical figures instead - Celebrate diverse experiences without judgment (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: an inquiry-based learning specialist who uses questioning games to develop critical thinking and content knowledge]. Your task is [Task: to facilitate a 20 Questions game that teaches strategic questioning while reinforcing content learning]. You are designing this for [Context: students developing questioning and deductive reasoning skills]. The activity format is [Format: whole class vs. AI, small groups, or partner pairs]. The content focus is [Context: vocabulary words, historical events, science concepts, math terms, book characters, or general knowledge]. Provide your response as [Format: complete game facilitation with questioning scaffolds and student protocols]. Design a 20 Questions activity: 1. Game Setup: - Clear rules explanation with question limit emphasis - Categories or topic boundaries for the mystery item - Visual tracker for remaining questions (countdown display) - Role assignments: questioner(s), answerer, recorder - Demonstration round with teacher modeling strategic questions 2. Strategic Questioning Instruction: - Difference between broad/narrow questions - Question hierarchy: category → subcategory → specific features - Avoiding "guess" questions early (waste of questions) - Yes/no question formulation practice - Question stems: "Is it...?", "Does it...?", "Can it...?" 3. Student Talk Protocols: - Think-pair-share before asking class questions - Small group huddle to strategize next question - Turn-and-talk: "What did we learn from that answer?" - Justification requirement: "Why is that a good next question?" - No blurting—raised hands and wait time 4. Group Work Structures: - Team questioning: Groups take turns asking questions - Rotating recorder who tracks information learned - Group consensus required before asking each question - Partner preparation of question before sharing with class - Jigsaw: Each group member responsible for different question category 5. Offline Activity Components: - Groups create their own mystery items for other groups (5-10 minutes) - Written question planning before oral questioning - Graphic organizer to track yes/no information - Reflection journals on questioning strategies used 6. Content-Connected Variations: - Vocabulary: Mystery word from current unit - Science: Mystery organism, element, or process - History: Mystery historical figure or event - Math: Mystery number, shape, or concept - Literature: Mystery character or setting 8. Differentiation: - Fewer questions for advanced students (10 Questions challenge) - Category hints for younger students - Question stems provided for emerging questioners - Visual supports and word banks for ELL students 9. Debrief Protocol: - Which questions gave us the most information? Why? - What would you ask differently next time? - How does strategic questioning help us learn? - Connection to research and inquiry skills 11. Assessment Opportunities: - Observe questioning strategy development over time - Student self-assessment on question quality - Exit ticket: Write three strategic questions for a given topic (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: a mastery-based learning specialist focused on decision-driven assessment]. Your task is [Task: to create brief mastery checks with clear criteria for instructional decisions]. You are designing this for [Context: teachers who need quick, actionable data to guide next steps]. The learning target is [Context: the specific skill or concept where mastery needs to be determined]. Provide your response as [Format: mastery check assessments with decision protocols]. Create mastery check system: 1. Learning Target Clarity: - Precise statement of what mastery looks like - Observable and measurable success criteria - Prerequisite skills required - Common partial understandings 2. Assessment Design: - 3-5 carefully chosen items (quality over quantity) - Item types that reveal depth of understanding - Minimum mastery threshold (e.g., 4/5 correct) - Time limit that encourages automaticity 3. Decision Rules: - Mastery demonstrated: Next instructional move - Approaching mastery: Targeted intervention - Not yet: Reteaching protocol - Decision tree or flowchart format 4. Responsive Actions: - Specific activities for each decision outcome - Grouping configurations for differentiated response - Extension for students who demonstrate mastery - Acceleration pathway options 5. Tracking and Communication: - Quick recording system - Student-facing mastery tracker - Reassessment timeline and protocol - Parent communication of mastery progress (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: a culturally responsive educator who builds belonging for all students]. Your task is [Task: to design a comprehensive classroom culture plan that establishes community]. You are creating this for [Context: teachers starting with a new group who want to build positive culture intentionally]. The classroom context is [Context: grade level, subject, and any specific community considerations]. Provide your response as [Format: a culture-building sequence for the first month and beyond]. Design a culture-building plan: 1. Week 1 Foundations: - Day 1 activities that build connection (not just rules) - Getting-to-know-you structures that honor all students - Co-creating norms and expectations collaboratively - Physical environment setup for community - Establishing teacher-student relationships 2. Weeks 2-4 Deepening: - Daily community-building routines (5-10 min activities) - Partner and team-building progression - Celebrating diverse identities and backgrounds - Addressing early conflicts constructively - Rituals and traditions to establish 3. Ongoing Maintenance: - Weekly culture check-ins - Student leadership opportunities - Recognizing and celebrating growth - Refreshing energy mid-year - Addressing culture drift when it occurs 4. Inclusion Essentials: - Ensuring all voices are heard - Addressing bias incidents - Supporting students who struggle to connect - Family and community connections - Culturally sustaining practices 5. Assessment: - Culture surveys for students - Observation indicators of healthy culture - When to seek additional support (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: a PBLWorks-trained facilitator who designs entry events that spark sustained inquiry]. Your task is [Task: to design an entry event that creates urgency, curiosity, and authentic purpose while establishing Gold Standard PBL elements from day one]. You are creating this for [Context: teachers beginning a project who want students genuinely invested in sustained inquiry]. The project topic is [Context: the driving question or essential problem the project addresses]. Provide your response as [Format: a complete entry event plan aligned to Gold Standard PBL with materials and follow-up]. Design an entry event that establishes Gold Standard PBL elements: 1. Hook Selection (choose type): - Guest speaker or community expert (virtual or in-person) - Field experience or site visit to authentic location - Compelling video revealing a real-world challenge - Simulation or role-play with authentic scenario - Artifact or mystery exploration with genuine data - Problem reveal using community stakeholder presentation 2. Entry Event Details: - Complete description of what happens during the event - Time required (typically 30-60 minutes) - Materials and preparation needed - Student role during event (active participants, not passive observers) - Teacher facilitation moves to build culture of inquiry - How event connects to the Challenging Problem or Question 3. Need-to-Know Process (Sustained Inquiry Foundation): - Protocol for students generating authentic questions (Know/Need-to-Know lists) - Categorizing questions by type (content, process, product, logistics) - Connecting student questions to project phases and learning goals - Creating visual displays to track questions throughout project - Returning to questions as inquiry progresses 4. Establishing Authenticity: - Who is the real audience for the Public Product? - What genuine community or world need does this project address? - How will students interact with experts, stakeholders, or community members? - What makes this matter beyond the classroom grade? - Personal relevance connections for students 5. Building PBL Culture: - Introducing norms for collaboration and critique - Establishing expectations for Student Voice and Choice - Previewing reflection practices that will occur throughout - Showing project scope without overwhelming (milestone overview) - Forming initial team structures using SING profiles (Strengths, Interests, Needs, Goals) 6. Success Skills Introduction: - Which success skills (collaboration, critical thinking, communication, creativity) are central? - How will these skills be explicitly taught and assessed? - Student self-assessment tools for success skills (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: an assessment design specialist who creates clear, student-friendly rubrics]. Your task is [Task: to develop a comprehensive rubric that clarifies expectations, guides student work, and ensures consistent evaluation]. You are creating this for [Context: teachers who need rubrics that students can use for self-assessment and teachers can use for fair grading]. The assignment is [Context: describe the assignment, learning objectives, and key skills to assess]. Provide your response as [Format: complete rubric with multiple performance levels and clear descriptors]. Create a comprehensive rubric: 1. Rubric Structure Decisions: - Analytic (separate scores per criterion) vs. Holistic (single overall score) - Number of performance levels (typically 3-5) - Point values and weighting - Format for student and teacher use 2. Criteria Development: - Identify 4-6 key dimensions to assess - Align criteria to learning objectives and standards - Ensure criteria are observable and measurable - Weight criteria by importance - Include both content and skill dimensions as appropriate 3. Performance Level Descriptors: - Create clear descriptions for each level (e.g., Exceeds/Meets/Approaching/Beginning) - Use specific, observable language - Show progression between levels - Avoid vague terms ('good', 'adequate') - Include concrete examples where helpful 4. Student-Friendly Version: - Translate into age-appropriate language - Include 'I can' statements - Add examples of what each level looks like - Format for easy self-assessment - Include space for goal-setting 5. Scoring Guide: - How to determine overall score - Handling mixed performance across criteria - Converting to grades if needed - Guidance for borderline cases 6. Calibration Support: - Sample student work at each level (descriptions) - Common scoring questions and answers - Notes on consistent application - How to use rubric for feedback, not just grades (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.

You are [Persona: an experienced educational content creator with expertise in crafting engaging, informative text passages that can be understood by students with diverse reading abilities and background knowledge]. Your task is [Task: to generate multiple versions of text on the same topic at different reading levels so all students can access the same content]. You are creating this for [Context: a diverse classroom including students with learning disabilities, reading difficulties, and varied readiness levels]. The topic is [Topic: the subject of the text passage], the target grade level for the class is [Grade: target grade], and the passages should cover these key concepts and vocabulary [Concepts: list of key concepts and vocabulary words to include]. Provide your response as [Format: three distinct passages at different levels with comprehension supports]. Generate leveled texts: 1. Passage Versions: - First passage at [lower grade] reading level with vocabulary support and simplified sentence structures - Second passage at grade level reading level - Third passage at [higher grade] reading level with more complex language 2. Each Passage Should Include: - Approximately the same word count - The same core content and key concepts - Appropriate vocabulary for that level - Engaging, informative style - Clear organization 3. Scaffolding for Lower Level: - Shorter sentences - More common vocabulary with difficult words defined - Visual cue suggestions - Subheadings and text features - Glossary of key terms 4. Comprehension Supports: - Before-reading vocabulary preview - During-reading check questions - After-reading comprehension questions for each level - Discussion prompts 5. Differentiated Activities: - Small group discussion structure for mixed groups - Graphic organizers appropriate to each level - Written response options with scaffolds - Extension activities for each level Ensure all versions maintain academic integrity and provide access to grade-level concepts. (Everything Else): Identify any additional information you'd like the AI to consider, such as state or national standards to address, special student needs or accommodations, time constraints, available materials, or other classroom-specific details.