Learn Prompt Engineering: Difference between revisions

Summary	A general prompt engineering resource for Riverdale
Author	Maintained by Matthijs van Mierlo
Help	Get help with this article
Status	Up-to-date for the 2024-2025 school year.

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Latest revision as of 22:49, 25 February 2025

🖥️ Learning Resources

Google has extensive resources for prompt engineering found here: Prompt Engineering Resources (Google)

If you have questions about prompt engineering, start by browsing the link above.

Remember, for general prompt engineering:

Be specific
Be even more specific 😀
Give context in the prompt related to:
- Resources the prompt should refer to (attachments, text blocks, images, etc.)
- The type and length of output (table, lesson plan, CSV format)
- The tone of the output (informal, scientific, analytic)
Iteratively revise your prompts!

More prompt engineering resources can be found here:

As always, if you have further questions about prompt engineering for your work at Riverdale, feel free to submit a tech ticket by emailing support-ticket@riverdale.edu.

📝 Practical Prompts

Prompt engineering is an essential skill for educators using AI tools like ChatGPT, Google Gemini, Claude, Meta AI, or other tools recommended by Riverdale. By crafting effective prompts, teachers can enhance lesson plans, differentiate instruction, develop rubrics, and frame feedback more precisely. Some example prompts are below.

General Prompts

These prompt templates work well for general AI tools such as Google Gemini, ChatGPT, Claude, and Meta AI (amongst others). If you have an idea for a lesson, and want to use AI to help brainstorm and create it, trying using one of the prompt templates below!


Use Case	Prompt Template	Notes
General Activity Creation	Imagine you are ____________ . Design an activity designed for ___________ while covering a unit related to ___________ . The activity should be formatted with __________ and have ____________ types/number of questions. This activity should help measure the following learning outcomes/objectives ___________.	Fill in the blanks to make a starting prompt Iterate and change details as needed Remember, this is just a starting point!
Specific Learning Activity	User Prompt (for Activity): ____________ Generate a list of 10 related learning objectives or standards to this subject area, level, and activity goals. These items must be relevant to make the activity specific, relevant, and effective for the level, students and other criteria indicated. List this in the format, “MUST INCLUDE: <insert here>”. Now generate a list of 30 learning objectives NOT TO INCLUDE. List this in the format, “DON’T INCLUDE: <insert here>”. These objectives must help focus the activity to a reasonable scope. These learning objectives to exclude must also be related to the activity, specific, and effective for the level, students and other criteria indicated. Now make a prompt with ALL of this information in mind and format it as follows. Don’t create questions or actual content for the activity. Include the following information to create a detailed main prompt: <ACTIVITY> <INCLUDE STANDARDS> <EXCLUDE STANDARDS>	Run this prompt through AI Then use the result to run through AI another time This will now generate the actual activity!

Prompts for Flint or Other Tutoring Platforms

Refer to the article linked here for Prompts for Flint.

@@ Line 1: / Line 1: @@
+{{AboxNew
+| name = Use Generative AI Tools
+| learning = x
+| instruction = x
+| community = x
+| summ = A general prompt engineering resource for Riverdale
+| maintained = MV
+| year = 2024-2025
+}}
+__TOC__
-== Overview of Prompt Engineering for K-12 Teachers ==
+== 🖥️ Learning Resources ==
-Prompt engineering is an essential skill for educators using AI tools like ChatGPT, Google Gemini, Meta AI, or [[Use Generative AI Tools|other tools recommended by Riverdale]]. By crafting effective prompts, teachers can enhance lesson plans, differentiate instruction, develop rubrics, and frame feedback more precisely. Here are some general strategies for prompt engineering that apply across disciplines:
+Google has extensive resources for prompt engineering found here: [https://developers.google.com/machine-learning/resources/prompt-eng Prompt Engineering Resources (Google)]
-=== General Strategies ===
+If you have questions about prompt engineering, start by browsing the link above.
-# '''Clarity and Specificity:''' Ensure prompts are clear and specific to elicit focused and relevant responses.
+Remember, for general prompt engineering:
-# '''Contextual Information:''' Provide background information to help the AI understand the scope and depth of the response needed.
-# '''Sequential Prompts:''' Break down complex questions into a series of simpler, sequential prompts to build comprehensive answers.
-# '''Examples and Templates:''' Use examples or templates to guide the AI in formatting responses appropriately.
-# '''Feedback Prompts:''' Ask the AI to generate feedback for student work, specifying the criteria or rubrics used.
-== Discipline-Specific Tips ==
+# Be '''''specific'''''
-The following examples outline ways in which Generative AI can be used to develop curriculum and differentiate instruction. For more general prompt engineering tips, please refer to this article on [https://howdoi.riverdale.edu/wiki/Use_Generative_AI_Tools#%F0%9F%96%A5%EF%B8%8F_Prompt_Engineering_Resources General Prompt Engineering Tips].
+# Be even '''''more specific''''' '''😀'''
+# Give context in the prompt related to:
+#* '''''Resources''''' the prompt should refer to (attachments, text blocks, images, etc.)
+#* The '''''type''''' and '''''length of output''''' (table, lesson plan, CSV format)
+#* The '''''tone''''' of the output (informal, scientific, analytic)
+# Iteratively revise your prompts!
-=== English ===
+More prompt engineering resources can be found here:
-* '''Curriculum Development:''' "Create a detailed unit plan for a 10th-grade English class focusing on American literature. The unit should cover 6 weeks and include learning objectives, key texts (such as 'To Kill a Mockingbird' by Harper Lee and 'The Great Gatsby' by F. Scott Fitzgerald), weekly lesson plans, and assessment methods. Ensure that activities cater to different learning styles and include opportunities for reading, writing, discussion, and multimedia projects."
+* [https://www.aiforeducation.io/prompt-engineering-for-educators-webinar Prompt Engineering for Educators Webinar] and the [https://www.aiforeducation.io/prompt-library Prompt Engineering Library]
+* [https://learnprompting.org/docs/intro Learn Prompting (from learnprompting.org)]
+* [https://grow.google/ai-for-educators/ Google AI for Educators Self-Paced Course]
-=== Math ===
+As always, if you have further questions about prompt engineering for your work at Riverdale, feel free to [mailto:support-ticket@riverdale.edu submit a tech ticket by emailing support-ticket@riverdale.edu].
-* '''Differentiation:''' "Design a set of differentiated math activities for a 7th-grade class learning about fractions. Include three levels of difficulty: basic (simplifying fractions and finding common denominators), intermediate (adding and subtracting fractions with unlike denominators), and advanced (multiplying and dividing fractions). Provide instructions, example problems, and solutions for each level. Include suggestions for incorporating manipulatives, visual aids, and real-world applications to engage diverse learners."
+== 📝 Practical Prompts ==
+Prompt engineering is an essential skill for educators using AI tools like ChatGPT, Google Gemini, Claude, Meta AI, or [[Use Generative AI Tools|other tools recommended by Riverdale]]. By crafting effective prompts, teachers can enhance lesson plans, differentiate instruction, develop rubrics, and frame feedback more precisely. Some example prompts are below.
-=== Science ===
+=== General Prompts ===
+These prompt templates work well for general AI tools such as Google Gemini, ChatGPT,  Claude, and Meta AI (amongst others). If you have an idea for a lesson, and want to use AI to help brainstorm and create it, trying using one of the prompt templates below!
+{| class="wikitable"
+|+
+!Use Case
+!Prompt Template
+!Notes
+|-
+|General Activity Creation
+|Imagine you are ____________ .
+Design an activity designed for ___________ while covering a unit related to ___________ .
-* '''Curriculum Development:''' "Develop a semester-long curriculum for an 8th-grade science class on physical science topics, including Newton's laws of motion, energy transformations, and simple machines. The curriculum should outline weekly topics, lab activities, homework assignments, and assessment methods. Include hands-on experiments, multimedia resources, and cross-curricular connections to reinforce concepts. Ensure the curriculum aligns with Next Generation Science Standards (NGSS)."
+The activity should be formatted with __________ and have ____________ types/number of questions.
-=== History ===
+This activity should help measure the following learning outcomes/objectives ___________.
-* '''Differentiation:''' "Create a differentiated lesson plan for a 9th-grade history class studying the causes and effects of the Industrial Revolution. Provide three tiers of activities: basic (timeline creation and key terms definition), intermediate (short essay on the impact of industrialization on daily life), and advanced (research project on the long-term economic and social effects of the Industrial Revolution). Include scaffolding strategies, such as graphic organizers and guided reading questions, to support students at different levels."
+|
+# Fill in the blanks to make a starting prompt
+# Iterate and change details as needed
+# Remember, this is just a starting point!
+|-
+|Specific Learning Activity
+|User Prompt (for Activity): ____________
-=== Art ===
+# Generate a list of 10 related learning objectives or standards to this subject area, level, and activity goals. These items must be relevant to make the activity specific, relevant, and effective for the level, students and other criteria indicated. List this in the format, “MUST INCLUDE: <insert here>”.
+# Now generate a list of 30 learning objectives NOT TO INCLUDE. List this in the format, “DON’T INCLUDE: <insert here>”. These objectives must help focus the activity to a reasonable scope. These learning objectives to exclude must also be related to the activity, specific, and effective for the level, students and other criteria indicated.
-* '''Curriculum Development:''' "Design a comprehensive unit plan for a middle school art class focusing on Impressionism. The unit should last 4 weeks and include learning objectives, lesson plans, and assessment criteria. Activities should cover the history and characteristics of Impressionism, notable artists (such as Claude Monet and Edgar Degas), and hands-on projects where students create their own Impressionist-style artwork. Include multimedia resources, such as videos and virtual museum tours, to enhance learning."
+Now make a prompt with ALL of this information in mind and format it as follows. Don’t create questions or actual content for the activity. Include the following information to create a detailed main prompt:
-=== Music ===
+# <ACTIVITY>
+# <INCLUDE STANDARDS>
+# <EXCLUDE STANDARDS>
+|
+# Run this prompt through AI
+# Then use the result to run through AI another time
+# This will now generate the actual activity!
+|}
-* '''Differentiation:''' "Create a set of differentiated music theory exercises for a high school class. Include beginner (identifying notes and basic scales), intermediate (building chords and understanding key signatures), and advanced (analyzing harmonic progressions and composing short melodies) levels. Provide clear instructions, examples, and answer keys for each level. Include suggestions for integrating technology, such as music theory apps and software, to support diverse learning needs."
+=== Prompts for Flint or Other Tutoring Platforms ===
+Refer to the article linked here for '''''[https://howdoi.riverdale.edu/wiki/Access_Flint#%F0%9F%93%9D_Prompts_for_Flint Prompts for Flint]'''''.
-=== Language ===
-* '''Curriculum Development:''' "Develop a semester-long curriculum for a high school Spanish I class. The curriculum should cover vocabulary, grammar, speaking, listening, reading, and writing skills. Outline weekly topics, lesson plans, and assessment methods. Include cultural lessons on Spanish-speaking countries, project-based learning activities, and opportunities for students to practice conversational Spanish through role-plays and language exchange programs. Ensure alignment with ACTFL standards."
-=== Theatre ===
-* '''Differentiation:''' "Create a differentiated lesson plan for a high school theatre class on character development. Provide three levels of activities: basic (character analysis worksheets and monologue practice), intermediate (scene study with partners and improvisation exercises), and advanced (writing and performing original monologues). Include tips for giving and receiving feedback, as well as strategies for students to reflect on their performances and set goals for improvement."
-=== Dance ===
-* '''Curriculum Development:''' "Design a semester-long curriculum for a middle school dance class focusing on various dance styles, including ballet, jazz, and hip-hop. Outline weekly topics, lesson plans, and assessment methods. Include warm-up exercises, technique drills, choreography projects, and performance opportunities. Provide multimedia resources, such as instructional videos and recorded performances, to enhance learning. Ensure the curriculum supports the development of physical skills, creativity, and cultural awareness."