📚 AI Prompt Library

I am an educator designing a course and would like your help as a co-designer.

Course Subject: [Enter your subject, e.g., "Introduction to Psychology"]
Target Learners: [Who are your students? e.g., "First-year university students"]
Course Length: [e.g., "One semester, 15 weeks"]
Current State: [New course / Redesigning existing course]

I'll be using Understanding by Design (UbD) to develop this course, starting with desired results, then assessment evidence, and finally learning activities.

To start, please give me:
1. A brief summary of what you understand about my course
2. 3 possible "big ideas" or enduring understandings that could be central to this course
3. 3 possible essential questions that could drive the course

Please ask me any clarifying questions if needed.

Help me articulate transfer goals for [Course Name].

Course description: [Paste your 2-3 sentence course description]

Transfer goals describe what students will be able to do independently, in the real world, long after the course ends.

Course focus: [Brief description]
Future contexts: [Where might students use this learning?]

Please generate 2-3 transfer goals using this format:
"Students will independently use their learning to..."

These should be:
- Long-term and enduring
- Applicable beyond the classroom
- Focused on autonomous performance
- Connected to real-world situations

I need essential questions for my [Course Name] course.

Course description: [Paste your course description]
Transfer goals: [Paste the transfer goals you defined in Activity 1]
Big ideas/themes: [List 2-3 central concepts]

Please generate 3-5 essential questions that:
1. Are open-ended (no single right answer)
2. Are thought-provoking and spark genuine inquiry
3. Recur throughout the course
4. Connect directly to my transfer goals
5. Could be explored from multiple perspectives

For each question, briefly explain how it connects to my transfer goals and why it qualifies as "essential" rather than just topical.

I'm designing learning outcomes for my course: [Course Name]

Course description: [Paste your course description]
Transfer goals: [Paste your transfer goals from Activity 1]
Essential questions: [Paste your essential questions from Activity 2]
Course level: [Introductory/Intermediate/Advanced]
Duration: [e.g., 15 weeks]
Key topics: [List 3-5 main topics]

Please generate 5-7 learning outcomes that:
1. Support my transfer goals and connect to my essential questions
2. Are measurable—it's clear how a student would demonstrate each one
3. Address different dimensions of learning where appropriate (cognitive skills, practical/physical skills, attitudes or values)
4. Are specific and achievable within the course timeframe
5. Follow this format: "By the end of this course, students will be able to [VERB] + [WHAT] + [CONTEXT/CONDITION]"

After generating, please identify which learning domain each outcome addresses (cognitive, affective, or psychomotor) and explain how it connects to my transfer goals.

Design an alternative assessment for my course.

Course: [Course name]
Learning Outcomes: [What should students demonstrate?]
Assessment Type: [Oral exam/Video/Concept map/Peer teaching/Journal/Other]
Class Size: [Number of students]
Constraints: [Time, technology, accessibility considerations]

Please provide:

1. Detailed Assignment Description
   - What students will create/do
   - Format specifications
   - Length/duration requirements

2. Student Instructions
   - Step-by-step process
   - Resources they can use
   - Timeline with milestones

3. Assessment Rubric
   - 4-5 criteria with clear descriptors
   - Both content and format/delivery considerations

4. Logistics Plan
   - How you'll manage the assessment
   - Scheduling considerations
   - Technology requirements

5. Accessibility Accommodations
   - Alternative options for diverse learners

Generate oral examination questions for a viva/oral defense.

Subject: [Topic area being examined]
Context: [Project defense/Comprehensive exam/Skill demonstration]
Duration: [How long is the oral exam?]
Level: [Undergraduate/Graduate/Professional]
Learning Outcomes: [Paste the learning outcomes this oral exam should assess]
Key Topics / Content Areas: [List the major topics or content areas to be covered, e.g., "Cell biology, genetics, evolution" or "Patient assessment, pharmacology, clinical reasoning"]

Please ensure questions are aligned with the learning outcomes and cover the key topics listed above.

Please create:

1. Opening Questions (warm-up, lower stakes)
   - 3-4 questions to ease into the exam

2. Core Knowledge Questions
   - 5-6 questions testing fundamental understanding

3. Application Questions
   - 4-5 questions requiring students to apply knowledge to scenarios

4. Critical Analysis Questions
   - 3-4 questions probing deeper thinking and synthesis

5. Follow-Up Probes
   - Questions to dig deeper based on responses
   - "Can you elaborate on...?"
   - "What if the situation were different...?"

6. Closing Questions
   - Reflection and self-assessment opportunities

Include suggested time allocation for each section.

Help me write a student-facing rationale for this assessment.

Assessment description: [Paste your assessment description]
Learning outcomes it measures: [Paste the relevant outcomes]
Why this format: [Brief note on why you chose this format over alternatives]

Please write a 2-3 paragraph explanation I can include in the assignment description that:
1. Explains which learning outcomes this assessment measures and why they matter
2. Connects the assessment format to real-world professional practice
3. Describes how this assessment prepares students for their future careers or further study
4. Uses encouraging, student-friendly language (not defensive or apologetic)

Keep the tone warm and motivating—help students see this as an opportunity, not just an obligation.

Help me design low-stakes practice activities that prepare students for this assessment.

High-stakes assessment: [Paste your performance task or major assessment]
Key skills students need to practice: [List 2-3 skills the assessment requires]
Course timeline: [How many weeks before the major assessment?]

Please suggest 3-4 low-stakes practice activities that:
1. Target the same skills required by the major assessment
2. Can be graded on completion/effort rather than quality
3. Build progressively in complexity toward the final task
4. Include built-in feedback opportunities (self-assessment, peer review, or instructor check-ins)

For each activity, specify:
- Brief description and format
- When it should occur relative to the major assessment
- Suggested grading approach (completion-based, revision opportunity, ungraded)
- How it scaffolds toward the high-stakes task

Create a detailed case study for my course.

Course/Subject: [e.g., Business Ethics, Nursing, Engineering]
Learning Outcomes: [What should students learn/demonstrate?]
Student Level: [Undergraduate/Graduate/Professional]
Complexity: [Introductory/Intermediate/Advanced]

Please create a case study that includes:

1. Background/Context (2-3 paragraphs setting the scene)
2. Key Characters/Stakeholders (with roles and perspectives)
3. The Central Problem or Dilemma
4. Relevant Data/Information (facts, figures, constraints)
5. Complicating Factors (ethical, practical, or resource challenges)

Then provide:
- 5-7 discussion questions (ranging from comprehension to critical analysis)
- Suggested teaching notes for facilitating discussion
- Possible solutions or approaches (for instructor reference only)

Design a comprehensive course project.

Course: [Course name]
Duration: [e.g., 4 weeks, semester-long]
Team or Individual: [Specify]
Learning Outcomes: [What should students demonstrate?]

Please provide:

1. Project Overview
   - Title and compelling description
   - Real-world connection/relevance
   - Final deliverable(s)

2. Project Phases with Milestones
   - Break into 3-5 phases
   - Include checkpoint deliverables for each
   - Suggested timeline

3. Resources and Requirements
   - Tools/materials needed
   - Skills students should have or develop

4. Assessment Components
   - What will be graded
   - Weight/points distribution
   - Rubric criteria for final deliverable

5. Differentiation Options
   - Extensions for advanced students
   - Scaffolds for struggling students

Create a presentation assignment with detailed requirements.

Course: [Course name]
Topic Area: [What content should presentations cover?]
Presentation Type: [Informative/Persuasive/Teaching/Defense]
Duration: [e.g., 10-15 minutes]
Format: [In-person/Virtual/Recorded]

Please provide:

1. Assignment Description (as students would see it)
2. Authentic Scenario/Context (who is the audience?)
3. Required Elements (structure, visual aids, handouts)
4. Detailed Rubric covering:
   - Content accuracy and depth
   - Organization and flow
   - Delivery (voice, eye contact, engagement)
   - Visual aids effectiveness
   - Response to questions
5. Peer Evaluation Form for audience members

Design a portfolio assessment for my course.

Course: [Course name]
Portfolio Type: [Showcase/Growth/Process]
Learning Outcomes: [What should the portfolio demonstrate?]
Platform: [Digital/Physical/Both]

Please provide:

1. Portfolio Overview and purpose statement
2. Required Artifacts (5-8 items) with:
   - Description of each artifact type
   - How it connects to learning outcomes
   - Quality expectations
3. Reflection Requirements
   - Overall portfolio reflection prompt
   - Individual artifact reflection questions
4. Organization Guidelines
5. Assessment Rubric for the complete portfolio
6. Checkpoint Schedule for progress reviews

Design an educational simulation or role-play activity.

Course: [Course name]
Learning Outcomes: [What skills/knowledge should students apply?]
Class Size: [Number of students]
Duration: [Time available]

Please create:

1. Scenario Description
   - Context and setting
   - Central challenge or conflict
   - Stakes and constraints

2. Role Descriptions (create enough for class size)
   - Role name and responsibilities
   - Goals and motivations
   - Key information each role has
   - Secret information (if applicable)

3. Simulation Timeline
   - Phases or rounds
   - Decision points
   - How information is revealed

4. Facilitation Guide
   - Setup instructions
   - Intervention points
   - Common challenges and solutions

5. Debrief Questions for reflection
6. Assessment Criteria for participation and learning

Create a problem-solving scenario for assessment.

Subject Area: [e.g., Engineering, Healthcare, Business]
Complexity Level: [Well-structured/Moderately complex/Ill-structured]
Learning Outcomes: [What problem-solving skills should be demonstrated?]

Please design:

1. Problem Statement
   - Clear description of the challenge
   - Relevant background information
   - Constraints and resources available

2. Data/Information Package
   - Facts students need to analyze
   - Some irrelevant information (for discernment)
   - Any ambiguous elements (for advanced problems)

3. Expected Solution Approach (instructor guide)
   - Key steps in solving
   - Common misconceptions to watch for
   - Multiple valid approaches if applicable

4. Rubric assessing:
   - Problem identification
   - Analysis process
   - Solution quality
   - Justification and reasoning
   - Consideration of alternatives

Create assessment questions for my course.

Course/Topic: [Specific topic being assessed]
Learning Outcomes: [What should questions measure?]
Question Types Needed: [Multiple choice, short answer, essay, etc.]
Number of Questions: [How many of each type?]
Difficulty Distribution: [e.g., 30% easy, 50% medium, 20% challenging]

Please create questions following this structure:

For Multiple Choice:
- Clear, concise stem
- One clearly correct answer
- 3-4 plausible distractors (explain why each is wrong)
- Identify cognitive level (remember/understand/apply/analyze)

For Short Answer:
- Question requiring 2-4 sentence response
- Sample ideal answer
- Key points that must be included
- Partial credit guidelines

For Essay/Extended Response:
- Clear prompt with specific requirements
- Detailed rubric
- Sample response at each rubric level

Also provide: Test blueprint showing outcome-to-question mapping

Design a homework assignment that reinforces learning.

Topic: [What content does this cover?]
Learning Outcomes: [What should students practice?]
Time Expected: [How long should it take?]
Purpose: [Practice/Application/Preparation for class/Review]

Please create:

1. Assignment Instructions (student-facing)
2. Practice Problems/Tasks
   - Start with guided examples
   - Progress to independent practice
   - Include challenge problems (optional)
3. Self-Check Mechanism
   - Answers for self-assessment
   - Common errors to watch for
4. Grading Guidelines
   - What to look for
   - Point allocation

Create an observation assessment protocol.

Skill/Behavior Being Observed: [What are you watching for?]
Context: [Lab work, clinical setting, group activity, etc.]
Duration: [How long is the observation period?]

Please create:

1. Observable Indicators
   - Specific, measurable behaviors to watch for
   - Both positive indicators and concerning signs

2. Observation Checklist
   - Format: Behavior | Observed | Not Observed | Notes

3. Rating Scale (if applicable)
   - Clear descriptions for each level

4. Recording Form
   - Easy-to-use during observation

5. Feedback Template
   - How to communicate observations to students

Design a graded discussion activity.

Format: [In-class/Online forum/Synchronous virtual]
Topic: [Discussion focus]
Learning Outcomes: [What should discussion demonstrate?]

Please create:

1. Discussion Prompt
   - Engaging, open-ended question
   - Clear expectations for initial post and responses

2. Participation Rubric assessing:
   - Quality of contributions
   - Use of evidence/course concepts
   - Engagement with peers' ideas
   - Professionalism and respect

3. Self-Assessment Form
   - For students to reflect on their participation

4. Facilitation Questions
   - Follow-up questions to deepen discussion

Create a student self-assessment tool.

Purpose: [Learning check/Reflection/Goal-setting/Skill evaluation]
Learning Outcomes: [What should students assess themselves on?]
Timing: [Beginning/Middle/End of unit or course]

Please create:

1. Self-Rating Scale
   - Clear criteria for each competency
   - Descriptors for each level (e.g., 1-5 scale)

2. Reflection Questions
   - Open-ended prompts for deeper thinking
   - Evidence-based: "What shows you're at this level?"

3. Goal-Setting Section
   - Template for improvement goals
   - Action steps identification

4. Progress Tracking
   - Method to compare over time

5. Instructions for honest, productive self-assessment

Help me redesign an assessment to be more AI-resistant.

Current Assessment: [Describe your current assessment]
Course: [Course name]
Class Size: [Small/Medium/Large]
Learning Outcomes: [What should the assessment measure?]
Constraints: [Time, technology, TA support available]

Please suggest:

1. Three Alternative Assessment Designs
   - Description of each approach
   - How it maintains the same learning outcomes
   - What makes it resistant to AI misuse
   - Practical implementation steps
   - Estimated time/resource requirements
   - Potential challenges and solutions

2. Hybrid Approach
   - How to combine AI-assisted preparation with AI-resistant demonstration of learning

3. Academic Integrity Statement
   - Clear policy language for the syllabus about AI use

Do NOT include rubric criteria yet—I will develop those separately after selecting my assessment design.

Now I need a rubric for the AI-resistant assessment I've selected.

Assessment description:
[Paste or describe the assessment design you selected from Step 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please create an analytic rubric with:
1. 4-5 criteria aligned with the learning outcomes
2. 4 performance levels (Exemplary, Proficient, Developing, Beginning)
3. Specific, distinct, and observable descriptors (avoid vague terms like "appropriate" or "good")
4. Clear distinctions between adjacent levels
5. Suggested point values or weighting

Format as a table with criteria in rows and levels in columns.

Review my assessment against my learning outcomes for alignment.

My learning outcomes:
[Paste all your course learning outcomes]

My AI-resistant assessment:
[Paste your finalized assessment description]

My rubric criteria:
[Paste your rubric criteria]

Please check:
1. Are there any learning outcomes not adequately assessed by this assessment?
2. Are there any rubric criteria that don't connect to a stated learning outcome?
3. Does the assessment require students to demonstrate the cognitive level specified in the outcomes (e.g., if the outcome says "evaluate," does the task actually require evaluation)?
4. Suggest any adjustments to improve alignment.

Help me design an assessment where students work WITH AI as a tool.

Course: [Course name]
Learning Outcomes: [What should students demonstrate?]
AI Role: [Research assistant/First draft generator/Thinking partner/Other]
Class Size: [Number of students]

Please provide:

1. Assessment Description
   - What students will do
   - How AI is incorporated
   - What students must do independently

2. Transparency Requirements
   - How students document AI use
   - What they must submit (prompts, outputs, reflections)

3. Academic Integrity Guidelines
   - Clear policy for this specific assignment
   - What constitutes appropriate vs. inappropriate AI use

4. Student Instructions
   - Step-by-step process
   - Examples of good AI integration

Do NOT include rubric criteria yet—I will develop those separately after refining the assessment design.

Now I need a rubric for my AI-integrated assessment.

Assessment description:
[Paste your finalized assessment design from Step 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please create an analytic rubric with 4-5 criteria and 4 performance levels (Exemplary, Proficient, Developing, Beginning).

The rubric must specifically assess what the STUDENT contributes beyond AI output. Include criteria such as:
- Critical evaluation of AI output (identifying errors, gaps, or bias)
- Quality of human improvements and original analysis
- Effective AI prompting and iteration
- Reflection on the AI collaboration process
- Content accuracy and depth of understanding

Use specific, distinct, and observable descriptors. Format as a table.

Review my AI-integrated assessment against my learning outcomes for alignment.

My learning outcomes:
[Paste all your course learning outcomes]

My AI-integrated assessment:
[Paste your finalized assessment description]

My rubric criteria:
[Paste your rubric criteria]

Please check:
1. Are there any learning outcomes not adequately assessed by this assessment?
2. Are there any rubric criteria that don't connect to a stated learning outcome?
3. Does the assessment require students to demonstrate the cognitive level specified in the outcomes (e.g., if the outcome says "evaluate," does the task actually require evaluation)?
4. Are the AI-related criteria (prompting quality, critical evaluation of output) aligned with outcomes about AI literacy or critical thinking?
5. Suggest any adjustments to improve alignment.

Generate reflection questions for students who used AI in their assignment.

Assignment Type: [Description of the assignment]
AI Tasks: [What students used AI for]

Create 8-10 reflection questions covering:

1. Process Documentation
   - What prompts did you use? How did you refine them?
   - What worked well? What didn't?

2. Critical Evaluation
   - How did you evaluate the AI's output?
   - What errors or limitations did you identify?

3. Human Contribution
   - What did YOU add that the AI couldn't?
   - How did you improve upon the AI's work?

4. Learning Insights
   - What did you learn about working with AI?
   - How might you use AI differently next time?

5. Professional Application
   - How might this skill transfer to your career?
   - What are the ethical considerations?

Help me design an authentic performance task for my [Course Name] course.

Learning outcomes to assess:
[Paste 2-3 learning outcomes from Module 2]

Course context: [Level, student background]

Using the GRASPS framework, suggest specific details for each element:
- Goal: What is the student trying to accomplish?
- Role: What discipline-specific role does the student take on? (e.g., consultant, researcher, practitioner—not just "student")
- Audience: Who is the authentic audience, and what do they need from the product?
- Situation: What is the realistic scenario, including constraints such as time limits, budget, incomplete data, or competing priorities?
- Product: What will students create or perform? The product should serve a clear purpose for the audience.
- Standards: What criteria define success?

Additionally, the task must:
- Require students to justify a claim, recommendation, or position (not just describe or summarize)
- Include at least one realistic constraint (time, resources, uncertainty, or ethical tension)
- Be completable in [timeframe]

Discipline: [Your discipline/field—this helps AI generate field-appropriate scenarios]

Please present each GRASPS element with 2-3 options so I can choose what fits my course.

Based on the GRASPS elements we just developed, please write the complete performance task description as students would see it.

Include:
1. A clear, engaging scenario with the discipline-specific role and situation
2. Specific requirements for the deliverable and its purpose for the audience
3. Realistic constraints (time, resources, data limitations, or other boundaries)
4. A clear requirement for students to justify, defend, or argue a position
5. How the task connects to the learning outcomes

Write in a professional but student-friendly tone.

I need to build a rubric for this performance task:

[Paste your performance task from Activity 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please suggest 4-5 rubric criteria that:
1. Are aligned with the learning outcomes and the standards for high-quality performance identified in the GRASPS task
2. Each capture a distinct, assessable dimension of quality
3. Are written in student-friendly language

For each criterion, briefly explain why it matters and what aspect of the task it evaluates. Do NOT generate full descriptors yet—just the criteria and their rationale.

Using the criteria we confirmed, please generate a complete rubric.

Confirmed criteria:
[List your final criteria, adjusted from Step A]

For each criterion, create 4 performance levels (Exemplary, Proficient, Developing, Beginning) with:
- Specific, distinct, and observable descriptors (not vague terms like "appropriate" or "good")
- Clear distinctions between adjacent levels
- Language that tells students exactly what to aim for

Format as a table with criteria in rows and levels in columns.
After the rubric, suggest how to weight each criterion.

I am designing supporting assessments for my course. I have already designed performance-based assessments, so I need to fill in the gaps with smaller assessments that check progress along the way.

Course: [Course Name]
Duration: [e.g., 15 weeks]
Main performance task: [Brief description]

Here is my outcome-to-assessment mapping. I have noted which outcomes are already covered by my performance task and which still need supporting assessments:

[Paste your mapping from Step 2, e.g.:
- Outcome 1: "Analyze X" — Covered by performance task; no additional assessment needed
- Outcome 2: "Explain Y" — Needs a supporting assessment (foundational knowledge check)
- Outcome 3: "Apply Z" — Covered by performance task, but would benefit from a mid-point progress check
- Outcome 4: "Identify W" — Needs a supporting assessment (formative check)]

Based on this mapping, please suggest supporting assessments ONLY for the outcomes that need them. For each suggested assessment, provide:
- Which outcome(s) it addresses
- Suggested format (quiz, formative check, homework, discussion, etc.)
- When in the course it should occur
- How it scaffolds toward the performance task

Do NOT suggest assessments for outcomes that are already well-covered by the performance task. Do NOT develop detailed specifications yet—just the overall plan so I can decide which assessments to keep.

From the assessment plan, I'd like to develop these specific assessments in detail:

[List the 2-3 assessments you selected from Step A]

For each one, please provide:
1. Clear instructions as students would see them
2. Specific questions, tasks, or prompts included
3. Grading approach (points, completion-based, rubric)
4. How it scaffolds toward the major performance task
5. Estimated time to complete

Help me develop a course topic sequence for my course.

Course: [Course name]
Course description: [Paste your course description]
Duration: [e.g., 15 weeks, 10 modules]
Learning outcomes: [Paste your learning outcomes from Module 2]
Major assessments: [Paste your assessment descriptions from Module 3]

Please generate a week-by-week (or unit-by-unit) topic sequence that:
1. Lists the main topic(s) for each week/unit
2. Notes which learning outcome(s) each topic supports
3. Indicates where major assessments fall in the schedule
4. Sequences topics so foundational concepts come before advanced ones
5. Includes built-in review or synthesis weeks where appropriate

Format as a structured table or list I can use as a course map.

I need help designing learning activities using the WHERETO framework from Understanding by Design.

Course: [Your course name]
Topic/Module: [Choose a specific topic or unit from your course topic sequence (Section 2)]
Learning Outcome: [The specific outcome students should achieve]
Class Format: [In-person, online, hybrid]
Time Available: [e.g., 75-minute class session]

Please suggest activities for each element of WHERETO:

W - WHERE/WHY: How can I help students understand where we're going and why it matters?
H - HOOK: What engaging opener would capture student interest?
E - EQUIP/EXPERIENCE: What activities will build knowledge and allow exploration?
R - RETHINK/REVISE: How can students revisit and refine their understanding?
E - EVALUATE: How can students self-assess their learning?
T - TAILOR: How can I differentiate for different learners? Consider Universal Design for Learning: multiple means of engagement (why), representation (what), and action/expression (how).
O - ORGANIZE: What's the best sequence for these activities?

Please provide 2-3 options for each element so I can choose what fits my context.

Help me design a lesson using the BOPPPS framework.

Course: [Your course name]
Topic: [Choose a specific lesson topic from your course topic sequence]
Duration: [e.g., 50 minutes, 75 minutes]
Learning Outcome: [What students should be able to do]
Class Size: [Number of students]
Format: [In-person / Online / Hybrid]

Please create a detailed lesson plan following BOPPPS:

B - Bridge-In (2-5 min):
- Engaging hook to capture attention
- Connection to prior knowledge or real-world relevance

O - Objectives (1-2 min):
- Clear, measurable learning outcomes for this lesson (2-3 max)
- How you'll share these with students

P - Pre-Assessment (3-5 min):
- Quick activity to gauge prior knowledge
- How you'll use this information

P - Participatory Learning (majority of class time):
- Active learning activities
- Mix of individual, pair, and group work
- Include timing for each activity
- Offer multiple means of engagement, representation, and expression (UDL) so all learners can participate meaningfully

P - Post-Assessment (5-10 min):
- How you'll verify learning occurred
- Connection back to learning outcomes

S - Summary (3-5 min):
- Key takeaways to reinforce
- Preview of next lesson
- Any assignments or follow-up

Please include specific timing and transitions between sections.

Generate 10 diverse learning activity ideas for my course.

Learning Outcome: [Paste your learning outcome]
Student Level: [Introductory/Intermediate/Advanced]
Class Size: [Small (under 20) / Medium (20-50) / Large (50+)]
Format: [In-person / Online synchronous / Online asynchronous / Hybrid]
Time per activity: [5-15 min / 15-30 min / 30-60 min / Extended project]

For each activity, please provide:
1. Activity name
2. Brief description (2-3 sentences)
3. What makes it engaging
4. How it connects to the learning outcome
5. Any materials or prep needed

Include a mix of:
- Individual and group activities
- Low-tech and tech-enhanced options
- Active and reflective tasks
- Formative assessment opportunities
- Activities accessible through multiple means of engagement, representation, and expression (UDL principles)

Create a detailed lesson plan for my course.

Course: [Course name]
Topic: [Choose a specific topic from your course topic sequence]
Learning Outcome: [What students should be able to do after this lesson]
Prior Knowledge: [What students already know]
Class Duration: [e.g., 50 minutes, 75 minutes, 3 hours]
Class Size: [Number of students]
Format: [In-person / Online / Hybrid]

Please create a lesson plan that includes:

1. Learning outcomes (2-3 specific, measurable outcomes for this lesson)

2. Materials needed (handouts, tech, supplies)

3. Detailed timeline with:
   - Activity name
   - Duration
   - Description of what happens
   - Instructor actions
   - Student actions
   - Transitions

4. Assessment strategy (how you'll check for understanding)

5. Differentiation options (applying UDL principles: multiple means of engagement, representation, and action/expression for diverse learners)

6. Contingency plans (if activities run short/long)

Use the WHERETO framework to ensure engaging, effective instruction.

Help me design a classroom activity where students engage directly with AI.

Course: [Course name]
Topic: [Specific topic or skill]
Learning Outcome: [What students should learn or practice]
Class Size: [Number of students]
Time Available: [Duration]
AI Role: [Tutor/Role-play partner/Thought partner/Subject for analysis/Writing assistant/Quiz generator]

Please provide:

1. Activity Overview
   - What students will do
   - How AI is incorporated
   - Expected outcomes

2. Student Instructions
   - Step-by-step process
   - Sample prompts students can use or adapt
   - What to do if they get stuck

3. Facilitation Guide
   - How to introduce the activity
   - What to monitor during the activity
   - Common issues and solutions

4. Debrief Questions
   - Reflection prompts for after the activity
   - What to discuss as a class

5. Assessment Criteria (if applicable)
   - What demonstrates successful engagement
   - How to evaluate student work

Create a role-play scenario where AI acts as a character for student practice.

Context: [e.g., Healthcare, Business, Education, Social Work]
Skill Being Practiced: [e.g., Motivational interviewing, customer service, parent conference]
Difficulty Level: [Easy/Moderate/Challenging]

Please create:

1. Character Profile for AI
   - Name, background, situation
   - Personality traits and communication style
   - Hidden concerns or motivations
   - How cooperative/resistant they should be

2. Scenario Setup
   - Context students receive
   - Their role and goals
   - What information they have/don't have

3. Student Prompt to Give AI
   - Ready-to-copy prompt that sets up the AI's role
   - Instructions for AI behavior

4. Success Criteria
   - What good handling looks like
   - Red flags or mistakes to avoid

5. Debrief Questions
   - Reflection on what worked
   - What they'd do differently

Create an activity where students critically analyze AI-generated content.

Topic: [Subject matter students have studied]
Analysis Focus: [Accuracy/Bias/Completeness/Logic/Sources]
Student Level: [Introductory/Intermediate/Advanced]

Please provide:

1. AI-Generated Content
   - Create a passage about the topic
   - Include 3-5 subtle errors, oversimplifications, or biases
   - Make some content accurate so students must discriminate

2. Student Instructions
   - What to look for
   - How to verify claims
   - Required deliverable (annotated document, correction report, etc.)

3. Answer Key
   - List of intentional issues
   - Explanation of why each is problematic
   - Corrected versions

4. Discussion Guide
   - Why AI makes these kinds of errors
   - Implications for using AI in their field
   - Strategies for critical AI use

Please help me assemble a comprehensive, professional course syllabus from the materials I've developed. Your role is to organize, format, and integrate these elements—not to generate new content.

== COURSE INFORMATION ==
Course Title: [Your course title]
Course Number/Code: [If applicable]
Credit Hours: [Number]
Term/Semester: [e.g., Fall 2024]
Meeting Times: [Days, times, location or "Online asynchronous"]
Instructor: [Your name]
Contact: [Email, office hours]

== COURSE DESIGN (From Your UbD Work) ==

COURSE DESCRIPTION:
[2-3 sentence description of the course]

LEARNING OUTCOMES (From Module 2):
[Paste your learning outcomes here]

ESSENTIAL QUESTIONS (From Module 2):
[Paste your essential questions here]

MAJOR ASSESSMENTS (From Module 3):
[List your major assessments with brief descriptions and weights]

COURSE SCHEDULE OVERVIEW (From Module 4):
[Paste your course topic sequence from Module 4]

== INSTRUCTOR-AUTHORED SECTIONS ==
Please integrate these sections as I've written them, improving formatting and clarity only:

REQUIRED MATERIALS/TEXTBOOKS:
[Paste your own list of required materials — do NOT ask AI to suggest textbooks]

COURSE POLICIES (attendance, late work, academic integrity):
[Paste your drafted policies or bullet-point notes for each]

ACCESSIBILITY/ACCOMMODATIONS STATEMENT:
[Paste your institution's required accessibility statement, or your own draft]

== ADDITIONAL FORMATTING NEEDED ==
Please also:
- Generate a grading scale table based on the assessment weights above
- Create a detailed week-by-week schedule with readings and due dates based on the course topic sequence
- Add clear section headings and consistent formatting throughout
- Use a professional academic tone with student-friendly language

Format for: [Word document / PDF / LMS / Other]

Please assemble the complete syllabus, then ask me any questions to refine it.

I have a required syllabus template for my program. Please organize my course content into this format.

== REQUIRED TEMPLATE STRUCTURE ==
[Paste your program's required syllabus template or outline here. Include all required section headings, any boilerplate text that must appear, and notes about what goes in each section.]

== MY COURSE CONTENT (From the UbD Design Process) ==

COURSE INFORMATION:
Course Title: [Your course title]
Course Number/Code: [If applicable]
Credit Hours: [Number]
Term/Semester: [e.g., Fall 2024]
Meeting Times: [Days, times, location or "Online asynchronous"]
Instructor: [Your name]
Contact: [Email, office hours]

LEARNING OUTCOMES (From Module 2):
[Paste your learning outcomes here]

ESSENTIAL QUESTIONS (From Module 2):
[Paste your essential questions here]

MAJOR ASSESSMENTS (From Module 3):
[List your major assessments with brief descriptions and weights]

COURSE TOPIC SEQUENCE (From Module 4):
[Paste your course topic sequence]

INSTRUCTOR-AUTHORED SECTIONS:
Required Materials/Textbooks: [Your own list — do NOT ask AI to suggest these]
Course Policies: [Your drafted policies or bullet points]
Accessibility/Accommodations: [Your institution's required statement]
Any additional required content: [e.g., land acknowledgment, institutional mission, program-specific statements]

== INSTRUCTIONS ==
1. Map my course content into the required template structure — do not rearrange or rename the template sections.
2. Where the template has sections I haven't provided content for, insert a placeholder noting what I still need to add.
3. Preserve any boilerplate language from the template exactly as written.
4. Format my content to match the style and tone of the template.
5. Generate a week-by-week or module-by-module schedule based on my topic sequence.
6. At the end, list any template sections that are empty or incomplete so I know what still needs attention.

I've drafted course policies for my syllabus. Please help me format them into clear, student-friendly language. Keep the substance and intent of each policy exactly as I've written it — improve only the clarity, formatting, and readability.

Here are my drafted policies:

[Paste your rough-drafted policies here — attendance, late work, academic integrity, communication, etc.]

Course type: [In-person / Online / Hybrid]
Desired tone: [e.g., Professional but warm / Structured and clear / Supportive and flexible]

For each policy, please:
1. Format it with a clear heading
2. Improve clarity and readability without changing the intent
3. Add a brief "why" explanation to help students understand the rationale
4. Flag anything that seems ambiguous or that students might misinterpret

Do NOT add new policies I haven't included. Do NOT change the substance of any policy.

AI Use in Course Design

This course was designed with the assistance of AI tools (such as ChatGPT, Claude, or Gemini). AI was used to help brainstorm ideas, draft content, and refine course materials including learning outcomes, assessment descriptions, and activity plans. All AI-generated content was reviewed, edited, and approved by the instructor to ensure accuracy, relevance, and alignment with course goals.

What This Means for You

The use of AI in designing this course reflects the same principles we will discuss in class: AI can be a valuable tool when used thoughtfully, but human judgment, expertise, and critical evaluation are essential. The instructor maintained full control over all course design decisions.

Student Use of AI

[Choose one or customize:]

[Option A — AI Encouraged with Documentation:]
You are encouraged to use AI tools for designated assignments in this course. When you do, you must document your AI use by submitting a brief description of how you used AI, what prompts you provided, and what changes you made to the output. Specific guidelines will be provided for each assignment.

[Option B — AI Restricted:]
Unless specifically stated otherwise, the use of AI-generated content in assignments is not permitted. All submitted work should represent your own thinking, writing, and analysis. If you are unsure whether AI use is appropriate for a particular assignment, ask the instructor.

[Option C — Case-by-Case:]
AI use policies vary by assignment and will be clearly stated in each assignment description. Some assignments will encourage AI use with documentation requirements; others will require independent work. Please review the specific guidelines for each assignment.