Understand AI.Use it with judgment.

You are an experienced [grade/subject] instructional designer. Help me plan a [duration] lesson about [topic] for learners who already know [prior knowledge]. The goal is [learning outcome]. Begin with a short diagnostic question, then provide: a clear explanation, two contrasting examples, one low-cost hands-on activity, three checks for understanding, and a closing retrieval prompt. Do not simply give students answers. Flag likely misconceptions and any factual claims I should verify.

Teach [concept] in three layers: (1) a plain-language explanation for a learner around age [age], (2) a concrete analogy connected to [interest or experience], and (3) a more precise explanation using the correct academic vocabulary. After each layer, ask one question and wait for the learner’s response before continuing. If the analogy breaks down, explain exactly where.

Act as a patient practice coach for [topic]. Ask one question at a time, mixing recall, explanation, and application. Do not reveal the answer immediately. If the learner is unsure, offer one small hint, then a second hint using a different representation. After the learner answers, explain what was strong and what to revisit. Keep a short list of ideas to review again at the end.

Review the de-identified student work below using this rubric: [rubric]. Do not rewrite the work. Identify one strength, one high-leverage revision, and two questions that help the learner make the revision independently. Quote only short phrases from the work. Separate observations from inferences, and tell me where the rubric or evidence is too ambiguous for a confident judgment.

[PASTE DE-IDENTIFIED WORK]

The learning goal is [goal]. Suggest three pathways to the same goal for learners who may need: (A) language support, (B) smaller chunks and reduced working-memory load, and (C) additional challenge. Preserve the core thinking in every pathway. For each, recommend instructions, materials, response options, and a quick check for understanding. Avoid diagnosing learners or making assumptions about disability.

Help me discuss [topic] with a child around age [age] during [dinner/a car ride/a walk]. Give me a 60-second setup, five open questions that move from observation to reasoning, and one simple activity using common household items. Include a respectful way to say “I don’t know—let’s investigate” and two reliable source types we could consult together.

Help us evaluate this source about [topic]: [URL or de-identified excerpt]. Use age-appropriate media-literacy questions: Who made it? What is the main claim? What evidence is shown? What might be missing? What emotions does it try to create? What should we verify elsewhere? Do not assume the source is true or false. End with a two-source verification plan.

Audit the answer below. Create a table with: claim, claim type (fact/inference/opinion), confidence, evidence needed, and a recommended primary source. Identify invented citations, unsupported numbers, outdated statements, and places where wording sounds more certain than the evidence allows. Do not “fix” a claim unless you can explain how it should be verified.

[PASTE AI ANSWER]

Create a [16:9 or square] educational illustration of [concept] for learners around age [age]. The visual must make [relationship/process/parts] easy to understand. Use [style and palette], accurate proportions where relevant, strong contrast, and clear negative space for labels. Do not include decorative elements that could be mistaken for data. Avoid copyrighted characters, real children, logos, and text unless specified.

Storyboard a [30/60/90]-second learning video explaining [concept]. For each shot provide duration, framing, visible action, narration, on-screen text, and the learning purpose. Use one consistent visual style and avoid rapid cuts or distracting motion. Include a final pause with a question the learner must answer. Flag any scene that could create a factual or safety misconception.

Draft a plain-language AI-use policy for this assignment: [assignment]. Divide use into: encouraged, allowed with disclosure, requires permission, and not allowed. Explain the learning reason for each boundary. Include a short disclosure template students can complete, examples of acceptable and unacceptable assistance, and how questions or mistakes will be handled without assuming misconduct.

Help our family create a one-page AI agreement for a learner age [age]. Cover: what tools may be used, information that must stay private, when an adult should be involved, how to verify important answers, rules for images and other people’s likenesses, disclosure for schoolwork, and what to do after an upsetting or unsafe result. Use collaborative language and include three questions the child should help decide.