The Prompt Engineering Framework Every Educator Needs (With 50+ Examples)

You are an expert [GRADE LEVEL] [SUBJECT] teacher. Create a [DURATION]-minute lesson plan on [TOPIC] for students who [PRIOR KNOWLEDGE].
 
Include:
- Learning objectives (aligned to [STANDARD])
- Hook/engagement activity (5 minutes)
- Direct instruction (15 minutes)
- Guided practice (20 minutes)
- Independent practice (10 minutes)
- Assessment/exit ticket
 
Format: Provide a detailed outline with time stamps.

You are a curriculum designer specializing in inquiry-based learning. Design a lesson where students discover [CONCEPT] through investigation rather than direct teaching.
 
Context: [GRADE LEVEL], [SUBJECT], [DURATION]
Prior knowledge: [WHAT STUDENTS ALREADY KNOW]
 
Provide:
1. A compelling question to drive inquiry
2. Materials needed
3. Step-by-step investigation protocol
4. Guiding questions for each phase
5. How to facilitate the "reveal" of the concept
6. Follow-up reflection questions
 
Keep the lesson hands-on and student-centered.

You are a special education inclusion teacher. Adapt the following lesson for three tiers of learners:
 
**Original lesson:** [PASTE LESSON DESCRIPTION]
 
Create three versions:
1. **Below grade level:** Simplified vocabulary, scaffolded steps, visual supports
2. **At grade level:** Standard lesson with minor modifications
3. **Above grade level:** Extension activities, open-ended challenges
 
Format: Table with columns for each tier, showing modifications to objectives, activities, and assessments.

You are a project-based learning (PBL) expert. Design a [DURATION]-week project where students [PROJECT GOAL] while learning [ACADEMIC CONTENT].
 
Grade level: [GRADE]
Driving question: [OPEN-ENDED QUESTION]
Final product: [WHAT STUDENTS WILL CREATE]
 
Include:
- Week-by-week breakdown
- Scaffolded milestones
- Formative checkpoints
- Rubric for final product
- Connection to real-world audience
 
Ensure the project requires students to apply knowledge, not just research and report.

You are an instructional designer experienced in flipped classroom models. Create a flipped lesson on [TOPIC] for [GRADE LEVEL].
 
**Pre-class (at-home) component:**
- 10-minute video or reading assignment
- 3 questions students must answer before class
 
**In-class component:**
- Quick review/Q&A (5 minutes)
- Active learning activity applying the concept (30 minutes)
- Collaborative problem-solving (15 minutes)
 
Provide: Full details for both components, including links to potential video resources (or a script if creating your own).

You are a curriculum coordinator. Design a lesson that integrates [SUBJECT 1] and [SUBJECT 2] around the theme of [THEME].
 
Grade level: [GRADE]
Duration: [TIME]
Standards: [LIST STANDARDS FROM BOTH SUBJECTS]
 
Show how students will:
- Apply skills from Subject 1
- Apply skills from Subject 2
- See authentic connections between the disciplines
 
Format: Lesson plan with clear labels showing where each subject's objectives are addressed.

You are a discussion facilitator expert in Socratic seminars. Design a Socratic seminar on [TEXT/TOPIC] for [GRADE LEVEL].
 
Provide:
1. Pre-seminar preparation (reading, annotation guide)
2. 10 open-ended questions (mix of text-based and interpretive)
3. Seminar norms and structure
4. Sentence starters for different discussion moves
5. Rubric for evaluating student participation
6. Post-seminar reflection prompt
 
Ensure questions promote deep thinking and respectful disagreement.

You are a specialist in kinesthetic learning strategies. Redesign the following lesson to include physical movement and hands-on activities:
 
**Original lesson:** [PASTE LESSON]
 
Transform it so students are:
- Moving around the classroom
- Using manipulatives or physical objects
- Acting out concepts
- Building or creating something tangible
 
Keep academic rigor while maximizing physical engagement.

You are a literacy coach. Create a focused 10-minute mini-lesson on [SKILL] for [GRADE LEVEL].
 
Structure:
1. Connection (1 min): Link to prior learning
2. Teaching point (2 min): Explicit explanation of the skill
3. Demonstration (3 min): Teacher models the skill
4. Guided practice (3 min): Students try with support
5. Link (1 min): How students will use this skill independently
 
Keep it tight, focused, and repeatable.

You are a science teacher specializing in hands-on experiments. Design a lab activity where students investigate [SCIENTIFIC QUESTION].
 
Grade level: [GRADE]
Duration: [TIME]
Materials: Limit to common classroom supplies
 
Include:
- Hypothesis formation protocol
- Step-by-step procedure (with safety notes)
- Data collection template
- Analysis questions
- Connection to real-world applications
 
Ensure the experiment produces clear, observable results.

You are an assessment expert. Generate 10 formative assessment questions for [TOPIC] at [GRADE LEVEL] that check for understanding at different levels of Bloom's Taxonomy:
 
- 3 questions at "Remember/Understand" level
- 4 questions at "Apply/Analyze" level
- 3 questions at "Evaluate/Create" level
 
Format: Multiple choice, short answer, or think-pair-share prompts.
Label each question with its Bloom's level.

You are an assessment designer. Create a detailed rubric for the following assignment:
 
**Assignment:** [DESCRIBE ASSIGNMENT]
 
Rubric structure:
- 4 criteria (most important aspects of quality)
- 4 performance levels (Exemplary, Proficient, Developing, Beginning)
- Specific, observable descriptors for each cell
- Point values
 
Ensure descriptors are clear enough that students can self-assess.

You are a formative assessment specialist. Generate 5 different exit ticket prompts for a lesson on [TOPIC] at [GRADE LEVEL].
 
Include:
- 1 self-assessment prompt (rate your understanding)
- 2 content-check prompts (what did you learn?)
- 1 application prompt (how would you use this?)
- 1 metacognitive prompt (what was challenging?)
 
Keep each prompt 1-2 sentences max.

You are a feedback coach helping teachers give actionable, growth-oriented feedback.
 
Student work: [DESCRIBE OR PASTE WORK]
Assignment: [ASSIGNMENT DESCRIPTION]
Grade level: [GRADE]
 
Provide feedback that:
1. Starts with a specific strength (what the student did well)
2. Identifies 1-2 areas for growth (concrete, fixable issues)
3. Gives a clear next step (what to do differently)
 
Tone: Encouraging but honest. Avoid generic praise like "good job."

You are a diagnostic assessment expert. Create a pre-assessment for [TOPIC] at [GRADE LEVEL] that identifies:
 
- What students already know
- Common misconceptions
- Prerequisite skills gaps
 
Format: 8-10 questions (mix of multiple choice and short answer)
Include an answer key with explanations of what each wrong answer reveals about student thinking.

You are a performance-based assessment designer. Create an authentic performance task where students demonstrate mastery of [STANDARD/SKILL] by [REAL-WORLD APPLICATION].
 
Grade level: [GRADE]
Duration: [TIME]
 
Include:
- Task description (the "real-world" scenario)
- Success criteria (what proficiency looks like)
- Scaffolding for struggling learners
- Extension for advanced learners
- Rubric
 
Ensure the task requires transfer of knowledge, not just recall.

You are a metacognition specialist. Create a student self-assessment checklist for [ASSIGNMENT/PROJECT] at [GRADE LEVEL].
 
Checklist items should:
- Be specific and observable ("I included 3 examples" vs. "I did my best")
- Cover both content and process
- Prompt reflection on learning strategies
 
Format: Checklist with Yes/No/Somewhat columns and space for comments.

You are a collaborative learning expert. Design a structured peer review protocol for [ASSIGNMENT TYPE] at [GRADE LEVEL].
 
Include:
1. Warm feedback (2 specific strengths)
2. Cool feedback (2 specific suggestions for improvement)
3. Guiding questions for reviewers
4. Sentence starters to structure feedback
5. Norms for respectful critique
 
Ensure students give actionable advice, not just opinions.

You are a classroom engagement specialist. Provide 5 quick formative assessment strategies (1-3 minutes each) to check understanding during a lesson on [TOPIC].
 
Examples might include:
- Thumb signals
- Whiteboards / hand signals
- Think-pair-share prompts
- Quick polls
- Fist-to-five
 
For each strategy, explain WHAT to ask and HOW to interpret responses.

You are a standards-based grading expert. Write a report card comment for a student who is [PERFORMANCE LEVEL] in [SUBJECT/SKILL].
 
Student context: [BRIEF DESCRIPTION]
 
Comment should:
- Reference specific standards/skills
- Describe observable evidence (what the student can do)
- Suggest a specific next step for growth
- Be written in parent-friendly language (no jargon)
 
Length: 3-4 sentences.

You are an ESL/ELL specialist. Create vocabulary supports for the following [TOPIC/TEXT] at [GRADE LEVEL].
 
Identify:
- 10 key content vocabulary words
- 5 high-frequency academic words
 
For each word, provide:
- Student-friendly definition
- Visual or example
- Sentence frame using the word
 
Format: Vocabulary chart suitable for posting or handouts.

You are a language development specialist. Generate 15 sentence starters to help [GRADE LEVEL] students participate in discussions about [TOPIC].
 
Categorize by function:
- Agreeing/building on ideas (3 starters)
- Disagreeing respectfully (3 starters)
- Asking clarifying questions (3 starters)
- Making connections (3 starters)
- Summarizing (3 starters)
 
Make language accessible for English language learners.

You are a reading specialist. Create scaffolds for students reading [TEXT/PASSAGE] at [GRADE LEVEL].
 
The text is [LEXILE LEVEL]. Some students read below grade level.
 
Provide:
1. Pre-reading vocabulary preview (5-7 words)
2. Text structure guide (graphic organizer matching the text type)
3. Chunking strategy (break text into manageable sections with stopping points)
4. Annotation prompts (what to mark/note while reading)
5. Comprehension checkpoint questions (after each section)
 
Ensure scaffolds support understanding without lowering expectations.

You are a math intervention specialist. Take the following word problem and create three versions:
 
**Original problem:** [PASTE PROBLEM]
 
**Version 1 (Heavy support):** Simplify numbers, provide visual model, break into sub-questions
**Version 2 (Moderate support):** Simplify language, provide one scaffold (e.g., start of solution)
**Version 3 (Extension):** Make numbers more complex, add a challenge question
 
All versions should target the same mathematical concept.

You are an instructional designer specializing in visual learning tools. Create a graphic organizer for [TASK/SKILL] at [GRADE LEVEL].
 
Task: [DESCRIBE THE THINKING TASK, e.g., "comparing two characters," "organizing research notes," "planning a persuasive essay"]
 
Design the organizer with:
- Clear sections/boxes labeled with prompts
- Visual hierarchy (what to fill in first, second, etc.)
- Space for examples or details
 
Describe the layout or provide ASCII art if possible.

You are a multi-sensory learning specialist. Design an activity where students learn [CONCEPT] using multiple senses.
 
Grade level: [GRADE]
Duration: [TIME]
 
Include:
- Visual component (what students see)
- Auditory component (what students hear/say)
- Kinesthetic component (what students do/touch)
 
Explain how each sensory input reinforces the concept.

You are a differentiated instruction expert. Create a choice board with 9 activities for [TOPIC] at [GRADE LEVEL].
 
Arrange activities in a 3x3 grid representing:
- Rows: Different levels of Bloom's Taxonomy (Remember/Understand, Apply/Analyze, Evaluate/Create)
- Columns: Different modalities (Visual, Verbal, Kinesthetic)
 
Students must complete one activity from each row.
 
Ensure all activities address the same learning objective but offer different pathways.

You are a special education coordinator. Suggest appropriate accommodations for a student with [DISABILITY/CHALLENGE] in [GRADE LEVEL] [SUBJECT].
 
Student profile: [BRIEF DESCRIPTION]
 
Provide:
- 3 accommodations for instruction
- 3 accommodations for assignments
- 3 accommodations for assessments
 
For each, explain the rationale (why it helps this specific student).

You are a gifted education specialist and differentiation expert. Create three tiers of the same assignment for [TOPIC] at [GRADE LEVEL].
 
**Core assignment:** [DESCRIBE]
 
**Tier 1 (Approaching):** Simplify complexity, provide more structure, reduce open-endedness
**Tier 2 (At grade level):** Standard assignment
**Tier 3 (Advanced):** Increase complexity, add synthesis/creation components, remove scaffolds
 
All three tiers should maintain high expectations while matching student readiness.

You are a Universal Design for Learning (UDL) expert. Redesign the following lesson to offer multiple means of representation, engagement, and expression:
 
**Original lesson:** [PASTE LESSON]
 
Show how to provide:
- Multiple means of representation (how content is presented)
- Multiple means of engagement (how students interact with content)
- Multiple means of expression (how students demonstrate learning)
 
Ensure all students can access the same learning goals through different pathways.

You are a teacher communication specialist. Draft an email to parents celebrating a student's recent achievement.
 
Student: [NAME]
Achievement: [WHAT THEY DID]
Context: [CLASS/ASSIGNMENT]
 
Tone: Warm, specific, encouraging
Length: 4-5 sentences
Include: What the student did, why it matters, how parents can support continued growth.

You are a teacher communication expert. Draft an email to parents expressing concern about [ISSUE] in a constructive, solution-focused way.
 
Student: [NAME]
Issue: [BEHAVIOR/ACADEMIC CONCERN]
Grade level: [GRADE]
 
Email should:
- Start with a positive observation
- Describe the concern objectively (avoid judgment)
- Suggest 1-2 specific strategies (school + home)
- Invite collaboration
 
Tone: Professional, empathetic, solutions-oriented.

You are a teacher creating a monthly classroom newsletter for [GRADE LEVEL] parents.
 
This month's topics:
- [TOPIC 1]
- [TOPIC 2]
- [TOPIC 3]
 
Include sections for:
- What we're learning (brief overview)
- Upcoming events
- Ways to support at home
- Student shoutouts
 
Keep it concise (1 page), friendly, and jargon-free.

You are an instructional coach preparing teachers for parent-teacher conferences. Create a structured agenda for a 15-minute conference for [STUDENT].
 
Include:
1. Warm welcome / build rapport (2 min)
2. Academic progress overview (5 min) – specific examples
3. Social-emotional development (3 min)
4. Questions / parent input (3 min)
5. Action steps / follow-up (2 min)
 
Provide sample talking points for each section.

You are a curriculum designer. Create a syllabus for [COURSE] at [GRADE LEVEL].
 
Include:
- Course description (what students will learn)
- Learning objectives (3-5 big goals)
- Major units / topics (week-by-week or by quarter)
- Assessment structure (how grades are determined)
- Materials needed
- Classroom expectations
 
Tone: Clear, welcoming, organized. Avoid overwhelming parents/students.

You are a metacognition specialist. Create 5 reflection prompts for students after completing [ASSIGNMENT/UNIT] in [GRADE LEVEL].
 
Prompts should guide students to think about:
- What they learned (content)
- How they learned it (process)
- What challenged them
- How they can apply this learning
- What they're curious about next
 
Format: Open-ended questions, not yes/no.

You are a teacher preparing emergency substitute plans for [GRADE LEVEL] [SUBJECT].
 
Assume the substitute has no specialized training in your subject.
 
Provide:
- Class schedule / bell times
- Seating chart notes (if relevant)
- 3 standalone lessons (that don't require your presence to explain)
- Emergency contact info / school procedures
- Behavior management tips specific to your class
 
Make instructions so clear that anyone could follow them.

You are a teacher writing a recommendation letter for [STUDENT] applying to [PROGRAM/AWARD].
 
Context:
- Student's strengths: [LIST]
- Specific examples: [1-2 ANECDOTES]
- Why they're a good fit: [CONNECTION TO PROGRAM]
 
Letter should:
- Open with a strong endorsement
- Provide specific evidence (not generic praise)
- Close with a confident recommendation
 
Length: 1 page. Tone: Professional but warm.

You are a behavior specialist. Draft a brief explanation for parents about their child's behavior intervention plan (BIP).
 
Student: [NAME]
Target behavior: [BEHAVIOR]
Intervention strategies: [STRATEGIES IN USE]
 
Explain in parent-friendly language:
- What the plan is trying to address
- What strategies are being used at school
- How parents can reinforce at home
- How progress will be measured
 
Tone: Collaborative, hopeful, non-judgmental.

You are a classroom culture expert. Co-create with students a set of class expectations for [GRADE LEVEL].
 
Generate:
- 5-7 positively-worded expectations (what we DO, not what we don't do)
- Student-friendly language
- Categories: respect, responsibility, engagement, collaboration
 
Format: Could be turned into a poster or class charter. Include space for student signatures.

You are a [GRADE LEVEL] teacher helping students solve [TYPE OF PROBLEM].
 
Problem: [PASTE PROBLEM]
 
Show your thinking step-by-step:
1. What is the problem asking? (Restate in your own words)
2. What information do we have? (List knowns)
3. What do we need to find out? (Identify unknowns)
4. What strategy will we use? (Name the approach)
5. Solve step-by-step (show each step with explanation)
6. Check the answer (does it make sense?)
 
Model this process so students see expert thinking made visible.

You are a Socratic dialogue facilitator. I will make a claim about [TOPIC]. Respond with 5 probing questions that:
 
- Challenge assumptions
- Explore implications
- Request evidence
- Consider alternative perspectives
- Clarify reasoning
 
My claim: [STUDENT CLAIM]
 
Ask questions that deepen thinking without giving away answers.

You are an AI literacy educator. Analyze the following prompt and suggest improvements:
 
**Original prompt:** [PASTE PROMPT]
 
Evaluate based on:
- Clarity (is the task clear?)
- Specificity (enough context?)
- Structure (is it organized well?)
- Constraints (are boundaries set?)
 
Provide:
1. What works well
2. What's missing or unclear
3. A rewritten improved version
 
Teach me to write better prompts.

You are a project design consultant. I'm creating [PROJECT] for [GRADE LEVEL]. Let's work through this in stages.
 
**Stage 1:** First, help me define clear learning objectives. What should students know and be able to do?
 
**Stage 2:** Next, design the project structure. What are the major milestones?
 
**Stage 3:** Now, create assessment criteria. How will we measure success?
 
**Stage 4:** Finally, identify potential obstacles and solutions.
 
Respond to Stage 1 first. After I confirm, we'll move to Stage 2.

You are [ROLE, e.g., "a parent concerned about homework load"]. I am a teacher practicing difficult conversations.
 
Scenario: [DESCRIBE SITUATION]
 
Begin the conversation as if we're meeting in person. Stay in character. Express realistic concerns and emotions. I will respond, and we'll role-play the full conversation.
 
After the conversation ends, break character and give me feedback on:
- What I did well
- What I could improve
- Alternative approaches
 
Let's begin. [PARENT/STAKEHOLDER OPENS THE CONVERSATION]

You are an educational skeptic. I'm proposing the following instructional strategy:
 
**My proposal:** [DESCRIBE STRATEGY]
 
Play devil's advocate. Point out:
- Potential weaknesses
- Unintended consequences
- Logistical challenges
- Why it might not work for all students
 
Be critical but constructive. Help me anticipate problems before implementing.

You are a curriculum editor. I've drafted [LESSON/ASSIGNMENT] below. Let's refine it through multiple iterations.
 
**Draft 1:** [PASTE DRAFT]
 
**Round 1 feedback:** Identify 3 areas for improvement (clarity, engagement, rigor).
 
After I revise, I'll share Draft 2, and you'll give Round 2 feedback focusing on fine-tuning details.
 
Goal: Refine this to publication-quality by Draft 3.
 
Start with Round 1 feedback.

You are an instructional decision-making expert. I'm choosing between two approaches for [GOAL].
 
**Option A:** [DESCRIBE APPROACH A]
**Option B:** [DESCRIBE APPROACH B]
 
Compare them across these dimensions:
- Effectiveness (which achieves the goal better?)
- Feasibility (which is easier to implement?)
- Engagement (which will students respond to more?)
- Equity (which serves all learners?)
 
Provide a recommendation with reasoning.

You are an experienced [GRADE LEVEL] teacher. I'm planning to [ACTIVITY/LESSON].
 
Walk me through potential scenarios:
- **Best-case scenario:** Everything goes perfectly. What does that look like?
- **Most likely scenario:** Realistic middle ground. What challenges might arise?
- **Worst-case scenario:** Things go wrong. What could happen?
 
For each scenario, suggest how I should respond.
 
Help me plan for multiple outcomes.

You are an AI literacy coach. I want to get better at writing prompts for [SPECIFIC USE CASE, e.g., "generating math word problems," "designing discussion questions"].
 
Teach me:
1. What makes a strong prompt for this use case?
2. Common mistakes to avoid
3. A template I can reuse
4. 3 example prompts (weak, better, best)
 
Help me become more effective at using AI for this purpose.

Generate 3 more questions in this style:
 
Example 1: "If you could interview any historical figure, who would it be and what would you ask them?"
Example 2: "What's a time you changed your mind about something important? What caused the shift?"
 
Now create 3 more open-ended reflection questions in this same style.