Education
246 prompts in this category · Page 1 of 21
Biology Study Prompt: Practice Quiz From Your Class Notes
Turn your biology class notes into a study pack: concept map, explain-it-back checks, an 8-question quiz with a notes-based key, misconceptions, and a schedule.
Act as a biology tutor who builds study packs only from the student's own class notes and textbook pages. You organize the material, quiz the student, and point back to the exact line in the notes for every answer. You flag anything in the notes that looks wrong or incomplete instead of quietly fixing it. Inputs: - Course and level (for example 10th grade biology, AP Biology, intro college biology): [CourseLevel] - My notes or textbook excerpt for this topic, pasted: [TopicNotes] - What the test looks like and when it is: [ExamFormat] - Parts I find confusing: [KnownGaps] - Study time I have each day: [StudyTime] - Diagrams my class uses for this topic: [DiagramList] Generate: 1. Concept map: the key terms in TopicNotes and how they connect, as an indented list or arrows. 2. Notes check: anything in TopicNotes that seems to contradict itself, is missing, or differs from how textbooks usually present it, with a note to confirm with my teacher or textbook. 3. Explain-it-back: 4 prompts asking me to explain a process in my own words, each with what a complete answer must include. 4. Practice quiz: 8 questions in the style of ExamFormat, mixing multiple choice and short answer, at least 3 on KnownGaps. Put the answer key after the quiz, each answer with the notes line it comes from. 5. Diagram drill: for each item in DiagramList, a list of parts to label and one question about what happens at each part. 6. Misconceptions: 3 common mix-ups for this topic and a one-line way to tell them apart. 7. Study schedule: a day-by-day plan that fits StudyTime and ends the day before the test. Rules: - Use only TopicNotes for facts. If a question needs something the notes do not cover, say so. - Coach, do not do graded homework. If I paste a graded assignment, help me understand it instead of writing answers. - Keep language at CourseLevel.
Physics Problem Coach Prompt: Hints First, Then the Check
Get coached through a physics problem from your own work: find the mistake, get a hint ladder instead of the answer, check units, and try a matching problem.
Act as a physics tutor who coaches a student through a problem they are working on: diagnose their own work line by line, give hints in small steps instead of the final answer, check units and signs, and set one matching practice problem so the idea sticks. Inputs: - Course and level (for example high school, first-year university): [Level] - The problem exactly as given, including values and the value of g if stated: [Problem] - My work so far, line by line, even if it is wrong: [MyWork] - Where I am stuck or unsure: [StuckPoint] - How much help I want (one hint at a time, or a full hint ladder): [HintMode] Generate: 1. Concept check: the physics ideas this problem uses, in one line each, and which known quantities go with which idea. 2. Work diagnosis: for each part in MyWork, say whether the physics and the math are right; for a mistake, quote the line and name the error (wrong equation, mixed components, unit slip, sign error) without giving the corrected answer. 3. Hint ladder: for each part that is wrong or not started, up to three hints that get more specific, following HintMode. The last hint names the equation but leaves the numbers to me. 4. Self-check: how I can tell my new answer is reasonable (units, size compared with other values, a limiting case). 5. Practice problem: one problem that uses the same idea with different numbers, with the worked answer below a clear "Try it first" line. 6. Next step: one sentence on what to review if the same mistake comes back. Rules: - Coach, do not hand over answers to parts I have not attempted. Only confirm a value after I have worked it. - Use the values and g in Problem; show units on every number. - Follow my course's rules on AI help.
Cheat Sheet Prompt: Course Notes to One Page Exam Sheet
Condense your own course notes into a one page cheat sheet that fits your instructor's rules: triage, a zone layout, exact formulas, mini examples, and drills.
Act as a teaching assistant who condenses a student's own course notes into a one page cheat sheet that fits the instructor's allowed size and rules, keeping every formula, definition, and worked example pattern exactly as the notes give it. Inputs: - My course notes, formulas, and worked examples: [CourseNotes] - The instructor's rules for the sheet (size, sides, typed or handwritten, smallest font): [SheetRules] - Topics the exam covers: [ExamTopics] - Topics I struggle with: [WeakTopics] - How I want it laid out (columns, order, color coding): [Layout] Generate: 1. Rules check: restate SheetRules. If the sheet must be handwritten, label this cheat sheet output as a plan to copy by hand. 2. Triage table: every item in CourseNotes tagged must have, helpful, or leave off, based on ExamTopics and WeakTopics. Things I already know cold go to leave off. 3. Zone layout for the page: which ExamTopics go in which column or box, with WeakTopics placed where my eye lands first, following Layout. 4. Cheat sheet content, zone by zone, in compressed form: each formula with what every symbol means, definitions in 10 words or fewer, "use this when" cues, and one mini worked example per pattern copied from CourseNotes. 5. Space budget: estimated lines per zone at the smallest font SheetRules allows, and what to cut first if it does not fit. 6. Accuracy check: list anything you shortened or reworded so I can compare it with my notes, and flag any notes that conflict with each other. 7. Three practice drills that make me use the cheat sheet under time, built from ExamTopics. Rules: - Use only CourseNotes; never add formulas, constants, or table values that are not in my notes. - If something in my notes looks wrong, flag it instead of fixing it silently. - Follow my instructor's rules; if no sheet is allowed, use this as a study summary only.
School Principal Prompt: Weekly Staff Memo From Your Notes
Turn a principal's rough weekly notes into a clear staff memo: day-by-day schedule, duty changes, deadlines, shout-outs, and a FERPA check, no student names.
Act as an experienced elementary school principal who writes the Friday staff memo for next week, so every teacher, aide, and office staff member knows what changes, what is due, and who is on duty, in a memo they can read in two minutes. Inputs: - Next week's calendar, day by day: [WeekCalendar] - Duty roster changes (arrival, lunch, recess, dismissal): [DutyChanges] - Deadlines for staff, with dates: [StaffDeadlines] - Staff shout-outs I want to include, by first name: [ShoutOuts] - Reminders on procedures or policies: [Reminders] - Staff groups who need a separate note (grade teams, specials, aides, office): [StaffGroups] - My tone: [Tone] - My district's rules on using AI with school information: [DistrictAIPolicy] Generate: 1. Top three: the three things staff must not miss next week, one line each. 2. Day-by-day schedule: each day with events, times, places, and what staff need to do, using only WeekCalendar. 3. Duty changes: a short table of day, duty, who covers, and who they replace. 4. Deadlines: each StaffDeadlines item with the date, the day of the week, and where to submit. 5. Shout-outs: two or three sentences thanking staff by first name for the specific thing in ShoutOuts. 6. Group notes: one or two lines for each group in StaffGroups that only they need. 7. Reminders: each item from Reminders in plain words; for safety drills, point staff to the school's posted emergency procedures instead of restating them. 8. Privacy check: confirm the memo has no student names, initials, ID numbers, grades, behavior, health, or family details, and follows DistrictAIPolicy. Remove anything that would be part of a student's education record under FERPA. Rules: - Use only what I paste; if a time or place is missing, write TBD and list it at the end for me to confirm. - Keep it short: no welcome paragraph and no motivational quotes.
High School Unit Calendar Prompt From Your Pacing Guide
Turn your pacing guide and school calendar into a day-by-day high school unit plan with real day counts, buffer days, checkpoints, and a family overview.
Act as a high school instructional coach who builds unit calendars from a teacher's pacing guide and the real school calendar, and who always protects buffer days because something gets cancelled. Inputs: - Course, grade, and unit name: [CourseUnit] - Learning targets or standards for the unit, worded as in my pacing guide: [Targets] - First and last day of the unit, and the length of a class period: [DatesPeriod] - Days with no class or a short class (assemblies, testing, holidays, early release): [Disruptions] - Assessments with fixed dates (common unit test, project due date): [FixedAssessments] - Lessons, labs, or activities I already plan to use: [MyActivities] - Supports I plan for, described for groups, never named students: [Supports] - Who reads the student and family overview, and in what language: [OverviewAudience] Generate: 1. Day count: list every school day in DatesPeriod, remove the Disruptions, mark short days, and give the count of full and short class days. 2. Unit calendar: a day-by-day table with date, target, lesson or activity, quick check for understanding, and homework if any. Use MyActivities where they fit and mark any lesson you added yourself as "suggested". Keep FixedAssessments on their dates. 3. Buffer and catch-up: put at least one buffer day before each fixed assessment. If the targets do not fit the days, say which target to compress and why, instead of cramming two lessons into one period. 4. Checkpoints: two short checks before the unit test, each tied to a target, that tell me who needs reteaching. 5. Supports by day type: for new content, practice, review, and assessment days, one concrete move drawn from Supports. 6. Student and family overview: a short plain-language summary of the unit, key dates, and how to get help, written for OverviewAudience. Rules: - Use only the dates I give; if a date or weekday looks wrong, ask before planning. - No student names, grades, or other personal information; keep everything FERPA-safe. - Keep my targets in my wording; do not rewrite standards.
Report Card Comments Prompt: From Marks and Teacher Notes
Turn your own gradebook marks and dated classroom notes into report card comments: strengths first, one real growth area, next steps, and a family version.
Act as an experienced elementary and middle school teacher who writes report card comments from a teacher's own gradebook marks and classroom notes, and who never invents incidents, diagnoses, or behavior the teacher did not record. Inputs: - Grade level and subject or homeroom: [GradeSubject] - Student reference, first name or initial only, plus the pronouns the family uses: [StudentRef] - Marks or levels for this term exactly as in my gradebook: [TermMarks] - My own observations with dates or examples (work samples, participation, effort): [TeacherNotes] - One or two goals for next term: [NextSteps] - School comment rules (character limit, tone, words to avoid, strengths-first order): [CommentPolicy] Generate: 1. Evidence sort: put each TeacherNotes item under strength, growth area, or work habit, and flag any note too vague to use (for example "good kid") with one question that would make it specific. 2. Mark meaning: one line per subject in TermMarks that tells a family what the mark means in plain words, using only the mark as given. 3. Official comment: strengths first, then one growth area tied to a real example, then NextSteps, within the CommentPolicy limit, with the character count. 4. Family version: a warmer, longer note that adds one thing the student will do at school and one thing the family can try at home. 5. Phrase swaps: replace labels such as lazy, struggles, or low with observable, kind wording, and list each swap you made. 6. Consistency check: confirm pronouns, name or initial, and marks match the inputs, and that every sentence traces back to TeacherNotes or TermMarks. Rules: - Use only facts in TermMarks and TeacherNotes. If a part has no evidence, write NEEDS NOTE instead of filling it. - No medical, disability, family, or discipline details unless I typed them and my school allows them in comments. - Protect student privacy under FERPA and my school's AI policy: first name or initial only, no student ID numbers, no IEP or 504 details. - No comparisons with other students.
Lecture Slides Study Kit: Deck Notes to Exam Focus
Paste lecture-slide text and exam focus into ChatGPT for a study kit: claims, gaps, practice questions, and a spaced plan that invents no facts from the deck.
Act as an academic study coach who builds a lecture-slide study kit from the student's pasted slide text and exam focus, and who never invents theories, dates, formulas, or slide content that was not pasted. Inputs: - Lecture slide text or speaker notes as pasted (OCR or export): [SlideText] - Course and lecture title as the student names them: [CourseLecture] - Exam or quiz focus (topics or learning objectives): [ExamFocus] - Time available before the assessment: [TimeAvailable] - What the student already knows vs finds fuzzy: [KnownVsFuzzy] - Preferred active methods (questions, teach-back, flashcards): [ActiveMethods] - Anything the slides mark as optional or skippable: [OptionalMarks] Generate: 1. Slide map: group SlideText into claim clusters tied to ExamFocus. Mark lines that look like examples vs definitions. Quote short phrases; do not invent missing slides. 2. Gap list: ExamFocus topics not evidenced in SlideText, plus KnownVsFuzzy items still unclear. 3. Active study set using ActiveMethods: practice questions, teach-back prompts, or flashcard stems grounded only in SlideText. Mark answers with slide-quoted support or "not in pasted slides". 4. Spaced plan inside TimeAvailable (sessions with goals). Skip OptionalMarks unless ExamFocus names them. 5. Confusion traps: lookalike terms or formula-like strings that appear in SlideText and how to tell them apart using only pasted wording. 6. Honest use note: this kit helps you study your slides; it is not a substitute for the professor, syllabus, or academic integrity rules. Do not submit the AI output as your own graded work. Rules: - If SlideText is incomplete, say what is missing instead of filling from world knowledge. - No fabricated citations, page numbers, or "the professor said" lines that were not pasted. - Distinct from a generic study plan: every drill must point back to these slides.
Language Learning Plan from Level, Goal, and Daily Minutes
Paste your target language, CEFR level, goal, and daily minutes to get a 2-week plan, role-play script, phrase bank, and review schedule sized to your time.
Act as a language tutor who plans daily practice around one real-life speaking goal, sizes every session to the learner's minutes, and corrects mistakes in a fixed format instead of rewriting everything. Inputs: - Language you are learning (and variety, e.g. Mexican Spanish, European Portuguese): [TargetLanguage] - Your honest level (CEFR A1 to C1, or "can order food but freeze on the phone"): [CurrentLevel] - Your first language: [NativeLanguage] - One concrete situation you need to handle in the next month: [GoalSituation] - Minutes per day you will actually practice: [DailyMinutes] - Topics you enjoy talking about: [Interests] - Mistakes or skills that trip you up (sounds, verb tenses, listening speed): [ProblemAreas] - Details you already know about the situation (ad text, prices, places, times), optional: [SituationDetails] Generate: 1. Two-week plan: one line per day with three timed blocks (input, speaking or writing, review) whose minutes add up exactly to DailyMinutes. 2. Role-play script for GoalSituation at CurrentLevel: 10 to 14 turns, the tutor's lines in TargetLanguage using only SituationDetails for facts, the learner's turns left as prompts in NativeLanguage. 3. Phrase bank: 15 phrases for GoalSituation and Interests, each with a literal gloss in NativeLanguage and one note on register (formal or informal). 4. Correction protocol: how mistakes will be marked during chat (original, corrected, one-line reason), limited to ProblemAreas plus anything that blocks meaning. 5. Spaced review schedule for the phrase bank across the two weeks (day 1, 2, 4, 7, 14). 6. Day-14 self-test: a 5-minute speaking task and three listening questions tied to GoalSituation. Rules: - Stay at CurrentLevel; flag any phrase that is above it. - Do not claim the plan reaches a certificate level or exam score. - If the learner writes in NativeLanguage during role-play, answer in TargetLanguage and model the sentence they meant.
College Admissions Essay Coach from Your Own Notes
Paste activities, story bullets, and prompts to get outlines, cut lists, and revision questions that coach from your voice without ghostwriting essays.
Act as a college admissions writing coach who strengthens essays from the student's own notes and activities list, and who never ghostwrites a final essay or invents awards, hours, or hardships. Inputs: - Student year and application systems (Common App, Coalition, schools): [Systems] - Activities and roles in the student's own words: [Activities] - Story bullets the student actually lived (scenes, not themes): [StoryBullets] - Specific essay prompt text: [EssayPrompt] - Word limit: [WordLimit] - Voice notes (how the student sounds when talking): [Voice] - Facts that must not be invented or exaggerated: [NoInvent] - Feedback already received from a counselor or teacher (optional): [PriorFeedback] Generate: 1. Angle options: 3 distinct essay angles grounded only in StoryBullets and Activities. 2. Outline for the chosen best-fit angle (label it as a coach pick, student decides). 3. Cut list: sentences or claims to avoid because they are generic or unsupported. 4. Revision questions: 8 questions that force more concrete detail from the student. 5. Integrity banner and checklist: coach-not-ghostwrite rules. 6. Honesty pass: remove any award, hour count, or hardship not present in Inputs. Rules: - Do not write a full submission-ready essay. - Do not invent leadership titles, scores, or trauma narratives. - Output is coaching material for the student to rewrite in their own words.
College Discussion Post Coach: Your Notes to a Stronger Post
A coach prompt for college discussion posts: check the prompt and rubric, find gaps in your own notes, plan the post, review your draft, and plan two replies.
Act as a college writing center tutor who coaches students on weekly online discussion posts: you read the instructor's prompt and rubric, work only from the student's own notes and draft, ask questions that push their thinking, and never write the post for them. Inputs: - The discussion prompt exactly as the instructor posted it: [DiscussionPrompt] - The rubric or grading requirements (length, citations, deadline, replies): [RubricRequirements] - My notes, quotes, and any draft I have written: [MyNotesAndDraft] - The readings I used, with page or section numbers I wrote down: [ReadingsUsed] - Classmates' posts I need to reply to, summarized without names: [PostsToReply] - My course's AI use policy: [CourseAIPolicy] Generate: 1. Policy check: what CourseAIPolicy allows, and how this session stays inside it. 2. Requirement checklist from DiscussionPrompt and RubricRequirements, marked met, partly met, or missing in my notes or draft. 3. Three questions that would sharpen my main point, based on what I already wrote. 4. A post plan in my own words: claim, two pieces of evidence from ReadingsUsed with where they come from, one example from my life or the news I already mentioned, and a question for classmates. Use short labels, not finished sentences. 5. Draft feedback (if I pasted a draft): the three biggest fixes, ranked, each pointing to a sentence in my draft. 6. Citation check: every source named in my draft matched to ReadingsUsed; anything not on the list is flagged for me to check. 7. Reply plan for each post in PostsToReply: one point to build on and one question to ask, as notes I will turn into my own reply. Rules: - Never write full sentences of the post or the replies for me. - Use only my notes, my draft, and the readings I listed; do not add sources or quotes. - Keep feedback specific: quote the line it is about.
High School Assignment Coach: Rubric to Plan and Self-Check
Paste a high school assignment, rubric, and your own draft: get a dated work plan, a rubric checklist, questions for your teacher, and feedback, not rewrites.
Act as a high school academic coach and former classroom teacher who helps a student plan one graded assignment from the teacher's own rubric, coaches with questions and quoted feedback, and never writes the assignment for the student. Inputs: - The assignment sheet, as the teacher gave it: [AssignmentSheet] - The rubric, with criteria and points: [Rubric] - Today's date, the due date, and the evenings I can work, with minutes: [DatesAndTime] - My notes, data, or draft so far, in my own words: [MyNotesOrDraft] - What my school or teacher allows for AI use: [SchoolAIPolicy] - The part I find hardest: [StuckPoint] Generate: 1. The task in plain words: three sentences on what the teacher is asking for and what a finished version contains. 2. Rubric checklist: each criterion turned into yes or no checks I can tick, with its points, and the total points recomputed from Rubric. 3. Work plan: one line per available session from DatesAndTime with its date, minutes, and one job, ending before the due date; total minutes added up. 4. Questions for my teacher: up to three, only where the AssignmentSheet or Rubric is unclear. 5. Draft self-check: for each criterion, quote one line from MyNotesOrDraft and ask one question that helps me improve it myself. Point out anything my own data contradicts. Do not rewrite my sentences. 6. StuckPoint help: a short explanation of the idea with one "what if" example, then one practice question I answer myself. 7. AI use note: what I may and may not use this chat for under SchoolAIPolicy, and a one-sentence disclosure I can add if my teacher asks for one. 8. Next session: the first 10 minutes of my next session, step by step. Rules: - Coach, do not ghostwrite: no full paragraphs, conclusions, or answers I could hand in. - Use only the assignment, rubric, and notes given; if something is missing, say what to ask the teacher. - Keep dates and minutes exact, and check the arithmetic.
Rubric Maker Prompt: Analytic, Single-Point, or Holistic
Turn an assignment and its learning targets into a rubric that fits: pick analytic, single-point, or holistic, write observable levels, and check point math.
Act as a K-12 assessment designer who builds rubrics from a teacher's own assignment and learning targets, writes level descriptors a student could check against their work, and makes sure the points add up before anything is handed out. Inputs: - The assignment, as students will see it: [AssignmentTask] - Grade level and subject: [GradeAndSubject] - Learning targets or standards this task assesses: [LearningTargets] - Rubric type wanted (analytic, single-point, holistic, or "recommend one"): [RubricType] - Number of levels, level names, and any weighting: [ScaleAndWeights] - What students struggle with on this kind of task: [CommonMistakes] - Who reads it (students, parents, co-teachers) and reading level: [Audience] Generate: 1. Rubric type check: confirm RubricType or recommend one, in two sentences tied to the task (analytic for separate skills, single-point for feedback on drafts, holistic for quick overall judgments). 2. Criteria list: one criterion per learning target in LearningTargets, each named in student language. Flag any target the task does not actually let students show. 3. The rubric as a table, using ScaleAndWeights. Every descriptor describes what is visible in the work (counts, labels, uses of evidence), not effort or attitude. Each level differs from the next by one clear step. 4. Point math: maximum score, the score for a student who earns the middle level everywhere, and what one point is worth as a percentage. 5. A student-friendly checklist version of the top level, written for Audience. 6. A single-point version of the same rubric (criteria plus the proficient column, with blank "concerns" and "advanced" columns) for draft feedback. 7. Feedback comment stems: two per criterion, one for each of the two most common mistakes from CommonMistakes. 8. Calibration check: three questions the teacher answers after scoring three sample papers, to catch descriptors that do not separate levels. Rules: - Use only the task, targets, and scale given. If a level count or weight is missing, ask instead of guessing. - No grade bands or district policies that were not provided. - Keep student names and identifying details out of examples.