Digital Learning Hub - AI for Teachers

AI Prompt Library and Useful Resources

What is a prompt?

A prompt is the instructions that we give AI. While you can start with a broad request and refine the prompt with new instructions, this process can be time-consuming and requires checking each new response for updates. The more specific we are in the information we provide in the initial prompt, the better the initial result will match our expectations. Limiting the assumptions we require the AI to make can significantly enhance the results.

To craft a great starting prompt, we suggest trying to SPLAT:

Speaker - Ask the AI to take on a persona.

Purpose / Product - Be specific about what you want or don’t want!

Length - How much information do you want?

Audience - Who is this response intended for?

Tone - Do you want a formal tone? Friendly?

How do I use the prompt library?

The AI Prompt Library consists of prompts that can be copied/pasted to ChatGPT, Copilot, Gemini (or any other chatbot of your choice) and adjusted to meet individual needs.

Consider these prompts as an initial guide. The more nuanced information you share during your conversation with AI models, the more tailored and effective the AI-generated solutions will be. Treat your AI responses as a starting point, encouraging further refinement, editing, and collaborative input to achieve your desired outcomes.

IMPORTANT: Always review AI-generated content for accuracy and bias before applying it to student learning.

Adaptive Editor

Rewrite text following user-given instructions or other text, with a different tone, audience, or style

As [an expert 4th grade science teacher], rewrite the text below about [the water cycle] for students who need [simplified language and explanations]. Use [a more conversational, but still academic tone] in the rewritten passage.

Make sure that the rewritten text will still allow all students the opportunity to master the following [fourth grade science] standard: ["Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process."]

Additionally, [ensure that vocabulary related to the standard still appears in the rewritten text with additional context so that all students are able to access and learn the terms.]

[Afterward, compare the original text with the rewritten text and evaluate how well you have completed these instructions.]

Here is the text that you are being asked to rewrite:
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Thinking Partner

Use AI to generate explanations and examples catered to students' interests

As [an expert Algebra I teacher], generate 3 different explanations of how [students in Algebra I] [can solve systems of linear equations using the substitution method]. The explanations should use appropriate [mathematical] vocabulary for this level of student. Use the following topics as the basis for each explanation: [Taylor Swift], [FIFA Soccer], and [Luka Doncic].Ensure that the explanations will help students master the following standard: [solve systems of two linear equations with two variables for mathematical and real-world problems].[Afterward, compare the explanations to these instructions and evaluate how well you have completed these instructions.]

Formative Assessment

Generate questions to gauge student understanding in the moment

As an [expert 7th grade Texas History] teacher, generate 4 open ended questions for students to answers as a mid-lesson activity to measure student understanding of the following standard: [explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis’s letter “To the People of Texas and All Americans in the World,” and the heroism of the diverse defenders who gave their lives there; the Constitutional Convention of 1836; Fannin’s surrender at Goliad; and the Battle of San Jacinto.]. The students are learning about [the final day of the battle of the Alamo]. The questions should come after students learn about [the size of the Mexican Army compared to the Texian Army and William B. Travis' letter calling for reinforcements]. After answering the questions, students will learn about [the Mexican Army's tunnels under the walls of the Alamo, the deaths of the Texians, and Santa Anna's decision to spare Susanna Dickinson and his orders to her and the other women and children at the Alamo]. Craft the questions such that the material students learn before the questions connects to the information they will learn later in this lesson.[Afterward, compare the explanations to these instructions and evaluate how well you have completed these instructions.]

Provide Choice

Offer students different ways to show mastery of content

As an expert [4th grade science teacher], create a six activity choice board for students in [4th grade] to display mastery of the following standard: [4.8.B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process]. Include options where students could [choose to either work independently or collaboratively with a partner or in a small group. Include activities that have a mix of technology and offline learning opportunities]. Each of these activities should be completable in [approximately 3 45-minute class periods].Create a table that displays the following information about the activities created for this choice board:* The Activity Name* A 1-sentence description of the activity* Whether the activity is collaborative, independent, or could be done as either collaborative or independent* Whether the activity is digital, offline, or a mix of both.Afterward, offer to create detailed instructions for each of the activities. Do not create the instructions immediately. I will request the specific options that I want after reviewing your initial list. The instructions should include [an outline of the activity and the activity requirements to display mastery of the standard. The instructions should be written to be accessible for students in the course.] Include a version of the instructions with [scaffolds, accommodations, and extensions necessary for students at high, medium, and low levels of proficiency].

Lesson Plan

Generate a lesson plan that relies on existing resources with specific objectives, standards, pre and post-assessments, accommodations, and time.

As [an expert Grade 7 Science teacher], develop a detailed lesson plan for [one 45-minute class] that includes the following components:[Bellringer Activity: A brief, engaging task to start the lesson and focus students' attention.Exit Ticket: A quick assessment at the end of the lesson to gauge students' understanding of the day's objectives.Workshop Stations: Three distinct stations to facilitate different types of learning activities:Collaborative Station: An activity that promotes group work and peer-to-peer learning.Teacher Station: A station where you can provide direct instruction or targeted support.Online Station: A digital activity that reinforces the lesson's content through interactive elements.]Curriculum Activities:[Card Sort Activity: A hands-on activity related to the lesson’s objectives.Vocabulary Activity: A task designed to help students learn and use key vocabulary terms.]Additional Resources:[Vocabulary Scaffolds: A list of vocabulary terms with definitions and usage examples to support students.Common Misconceptions: A list of frequent misunderstandings about the topic and strategies to address them.Assessment Questions: Three questions to evaluate student understanding during the lesson.]TEKS Used for This Lesson:[7.5 Matter and Energy:7.5.A: Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis.7.5.B: Diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.]Audience: [7th grade honors students, with extension activities for those who may complete the lesson early.]Duration: [One 45-minute lesson.]Tone: [Professional, but engaging.]

Assignment Scaffolder

Providing structured supports and guidance for all students to access and successfully master content.

As [an experienced educator], create scaffolding strategies for a lesson on [character development in Romeo and Juliet] to support [9th grade] students who need additional assistance or accommodation to master the material. Some specific needs of the students are that they [read below grade level and some are English Language Learners]. Use [a supportive and encouraging tone] throughout the explanation.The scaffolding strategies should include:[Activating Prior Knowledge: Techniques to connect new information to what students already know.Simplified Vocabulary and vocabulary lists: Ways to simplify complex terms and provide clear definitions.Visual Representations: Use of diagrams, charts, and other visual aids to enhance understanding.Step-by-Step Instructions: Breaking down complex tasks into smaller, manageable steps.Interactive Activities: Engaging exercises that reinforce learning through practice.Check for Understanding: Methods to assess and ensure comprehension throughout the lesson.]If there are additional scaffolds that would assist students in mastering this content, you may also suggest them.Additionally, explain how each strategy can be implemented effectively in the classroom and provide specific examples specific to this topic where applicable.Afterward, evaluate how well these scaffolding strategies support diverse learners in mastering the chosen topic.

Data Analyzer

Provide a data set and ask the AI to look for trends and actionable steps to take based on the data.

As a data analyst with expertise in educational assessment, analyze the attached spreadsheet file containing [a teacher's gradebook for one class]. Your goal is to [identify trends in student grades at both an individual level and for each assignment as a whole].Purpose: Look for patterns and trends in [the students' grades, noting any significant improvements or declines over time.][Individual Level: Determine each student's areas of strength and weakness, highlighting consistent performance and noticeable changes.][Assignment Level: Evaluate the overall performance on individual assignments, identifying which assignments were particularly challenging or easier for the class as a whole.]Areas of Strength and Weakness: Pinpoint specific [subjects or types of assignments where students excel or struggle.]Ensure that your analysis includes:Narrative Summary: A written explanation of your findings, focusing on key insights and actionable recommendations.Actionable Insights: Suggestions of ways to address identified weaknesses and leverage strengths [to improve overall student performance.]Afterward, review your analysis and evaluate how well it addresses the goal of [identifying trends and providing actionable insights for educational professionals.]

Effective Communicator

Draft emails that share a message in a positive, professional, and effective manner.

As a communication specialist with expertise in educational outreach, assist teachers in crafting effective communication to parents or guardians. The goal is to ensure the message is well-received and maximizes effectiveness, even when conveying less positive news.Purpose: Help teachers write an email that communicates important information about a student's performance or behavior in a way that is clear, respectful, and constructive.Audience: Parents and guardians who need to be informed about their child's progress and any areas of concern.Tone: Maintain a professional and empathetic tone, ensuring that the message is positive and supportive, even when addressing issues or challenges.Ensure the email:Introduction: Starts with a warm greeting and establishes a positive tone.Clear Message: Clearly states the purpose of the communication.Constructive Feedback: Provides specific feedback about the student's performance or behavior, highlighting both strengths and areas for improvement.Supportive Tone: Uses language that shows empathy and understanding, avoiding blame or negative phrasing.Action Steps: Suggests actionable steps that can be taken by both the teacher and the parents to support the student's progress.Closing: Ends with a positive note, expressing appreciation for the parents' involvement and offering to continue the conversation as needed.Afterward, review your email to ensure it is unique, free of repetition, and does not sound like it is generated by AI. Ensure it aligns with the goal of effective and empathetic communication. If additional information is necessary to ensure that all of these requirements have been met, ask for additional information, do not make assumptions or add details that are not provided.Email Draft or Notes:--------------------
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Feedback Frenzy

Provide a draft of feedback to student work based on a rubric with personalized feedback.

As a [7th grade English teacher], provide feedback on the student essay below using the rubric provided. Each item on the rubric should be scored on a [1-4 scale, with 1 being unacceptable, 2 being acceptable, 3 being good, and 4 being outstanding.] Include detailed notes and comments along with each rating to give the student actionable items they can use to improve their writing. The feedback should be appropriate for [7th-grade students] and [written in a constructive, encouraging, and clear tone].The topic for the essay is: ["The Importance of Recycling in Our Community"]Rubric Areas:[Correct Mode, Focus on the Topic, Hook, Bridge, Thesis Statement, Clear Position Stated, Topic Sentences, Clincher/Transition Sentences, Clear Conclusion, Supporting Details, Appropriate Examples/Anecdotes, Use of Rhetorical Appeals—Ethos, Pathos, Logos, Paragraphing, Third Person Point of View, Appropriate Diction, Voice and Tone Appropriate, Varied Syntax, Basic Mechanics]Here is an example of how to structure the feedback:[Correct Mode:Rating: 3 (Good)Notes: You have successfully written in the correct mode for this assignment. Your essay is informative and stays on topic. To improve, ensure each paragraph consistently follows the same mode to maintain clarity.]

Student Essay:
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Sentence Starters

Promote student communication of understanding and interaction with academic vocabulary.

As [an experienced middle school Math teacher], create sentence stems that will help students answer questions about [finding the volume of cylinders and cones]. [Use the attached document as context for the stems]. These sentence stems should provide students with a structured way to begin their responses and ensure that they are using appropriate vocabulary and language for [6th grade students].The stems should:Address different types of questions (e.g., who, what, when, where, why, and how).Include vocabulary specific to the topic to reinforce key concepts.Encourage complete and thoughtful responses.Be varied to give students multiple options for starting their answers.Provide at least [ten different sentence stems], ensuring that each one is tailored to the type of question it is intended to answer. Additionally, [include a brief explanation of how each stem can be used effectively by students to construct comprehensive answers.]Example stems if the subject were Social Studies and the topic was The American Revolution might include:Who: "One key figure in the American Revolution was..."What: "The main cause of the American Revolution was..."When: "The American Revolution began in the year..."Where: "The significant battles of the American Revolution took place in..."Why: "The American colonists decided to fight for independence because..."How: "The American Revolution impacted the country by..."[Afterward, evaluate the effectiveness of these stems in helping students construct answers with more confidence and depth.]

Reformat Questions to STAAR 2.0

Change the format of a multiple choice question to an interactive respose type.

As an [expert 4th grade science] teacher, convert the questions below from multiple choice to [fill in the blank / multiselect / constructed response questions]. The questions should be of [similar] rigor to the multiple choice question and still ensure that the student is working toward mastering the following standard: [the text of the standard].
Here are the questions:====================
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Stimulus Questions

Generate questions from a stimulus such as a reading passage, notes, article, or video transcript.

As an [expert 4th grade science] teacher, use the [reading passage / notes / slides / youtube transcript] below to generate questions that will help students display their understanding of [the standard]. The questions should be based on the information in the reading passage. The questions should include the following types of questions: [multiple choice, short answer, multi-select]. Generate at least 10 questions at a variety of depths of knowledge.Here is the [reading passage / notes / slides / youtube transcript]:====================
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Generate Guided Notes from an Outline

Create guided / fill in the blank notes from an outline or slides presentation

An an [expert 9th grade algebra] teacher, generate [guided / fill in the blank] notes for students in my class based on my [teacher notes / slides] below. The notes should give students a guide as we work through the lesson and provide places for them to show various levels of thinking. The focus of the lesson is on [the standard].
Teacher notes or slides:====================
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Rubric Generator

Generate a rubric to fit an assignment or project.

As an [expert Biology teachers], create a rubric that can be used to evaluate the student’s mastery of the following standard: [The text of the standard]. Rubric categories should primarily focus on [the student’s understanding of the standard and not on the specific activity they select from the choice board]. Generate the rubric as a table with categories and proficiency levels.

Canvas Rubrics Option:

As an [expert Biology teacher], create a rubric that evaluates students' mastery of the following standard: [Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental] while answering a variety of questions. The rubric categories should focus on [the student’s understanding of the standard rather than the specific activity they select from the choice board]. Generate the rubric in a table format that includes the following columns for each criterion: Criteria Name: A concise title for the rubric category. Criteria Description: A detailed explanation of what is being evaluated. Criteria Enable Range: Set to False (indicating no range-based scoring). Rating Name (Proficiency Levels): Two levels: Full Credit and No Credit. Rating Description (Proficiency Details): A description of what constitutes "Full Credit" and "No Credit" for each criterion. Rating Points: The points assigned to each proficiency level (e.g., 1 for Full Credit, 0 for No Credit). The output must be structured as a CSV format that matches the following structure: Rubric Name,Criteria Name,Criteria Description,Criteria Enable Range,Rating Name,Rating Description,Rating Points,Rating Name,Rating Description,Rating Points,Rating Name,Rating Description,Rating Points Rubric 1,Criteria 1,Criteria 1 Description,false,Rating 1,Rating 1 Description,2,Rating 2,Rating 2 Description,1,Rating 3,Rating 3 Description,0 Rubric 1,Criteria 2,Criteria 2 Description,false,Criteria 2 Rating 1,Rating Description,1,Criteria 2 Rating 2,Rating 2 Description,1 Do not include any additional information outside of the contents of the csv file. Generate the CSV file so that I can download it

BISD Resources

Setting the AI Stage

Communicating expectations for the appropriate level of AI use before students begin working on an assignment ensures that there is no misunderstanding of what is acceptable when completing work.

Printable PDF version of this graphic for use in classrooms
Editable version of this graphic for customization

AI Proof Your Assignments

Implementing strategies such as in-class writing, conferencing, embedding independent activities, reinforcing the value of writing, modeling AI use, and clear communication helps students develop writing skills without over relying on AI tools.

Printable PDF version of this graphic

Sample Student Agreement for AI Use

Sample Student Agreement to use for discussion when reviewing AI use when completing assignments or tasks. Be sure to discuss with students the appropriate citation of AI when it is used for the completion of assignments.

Printable graphic of this graphic to use in the classroom

Printable PDF

Editable Google Doc

Academic Integrity and Artificial Intelligence

A mini-lesson for secondary students on appropriate use of AI.

Editable Template Link

Additional Articles and Resources

Eric Curts, Instructional Technology Specialist and author of the ControlAltAchieve.com blog, demonstrates AI's ability to encourage critical thinking is the "Debate an AI" activity. Learn how to create the prompt and directions for this activity.
Let Eric Curts, Instructional Technology Specialist and author of the ControlAltAchieve.com blog, walk us through the topics above. He gives us practical ideas that you can use immediately! Link to the Google Slides Presentation, Link to the Agenda Document, Webinar Video Link
AI guide to help students use AI appropriately and ethically with explanations and prompting strategies for tutoring assistance, structuring their writing, revision help, and more.

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