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Remember, for general prompt engineering: | Remember, for general prompt engineering: | ||
# Be specific | # Be '''''specific''''' | ||
# Be even more specific | # Be even '''''more specific :)''''' | ||
# Give context in the prompt related to: | # Give context in the prompt related to: | ||
#* Resources the prompt should refer to (attachments, text blocks, images, etc.) | #* '''''Resources''''' the prompt should refer to (attachments, text blocks, images, etc.) | ||
#* The type and length of output (table, lesson plan, CSV format) | #* The '''''type''''' and '''''length of output''''' (table, lesson plan, CSV format) | ||
#* The tone of the output (informal, scientific, analytic) | #* The '''''tone''''' of the output (informal, scientific, analytic) | ||
=== Flint Resources === | |||
==== General Points ==== | |||
<u>Tutor Tips and Tricks:</u> | |||
* As with any Generative AI, be '''''specific''''' and practice careful '''''prompt engineering''''' | |||
* Find a '''''website''''' to use as a starting point - create a '''''Tutor''''' directly from that | |||
* Find a '''''document''''' (PDF/Word) to use as a starting point - create a '''''Tutor''''' directly from that | |||
* Identify in your prompt how you want students to interact with the AI. '''''What are the learning goals and objectives?''''' | |||
* Be specific for what constitutes a good response vs. an incomplete response so that students can get the most helpful feedback. | |||
==== Teachers ==== | |||
<u>Access Flint:</u> | |||
# Log-in with Google here: https://riverdale.flintk12.com | |||
# Create a '''''Group'''''. Think of a '''''Group''''' like a class. | |||
#* Based on the '''''Group description''''', an automatic '''''Companion''''' will be built. Think of this like a general AI at the course level. This can be enabled or disabled by teachers. | |||
#* Within the group, you can create '''''Tutors'''''. Think of '''''Tutor''''' like an '''''assignment'''''. When students submit their session, teachers have full visibility in terms of what students wrote and how they interacted with the AI session. | |||
<u>Sample Prompts for Creating Tutors:</u> | |||
{| class="wikitable" | |||
!Subject | |||
!Prompt | |||
|- | |||
|Language | |||
|"Make an assignment for a 9th grade French immersion class where you are a restaurant waiter and the student (responding) is acting like a diner. In the assignment, students should practice the basics of ordering food, asking questions about food on the menu, as well as useful phrases that they might hear in a restaurant setting. The waiter should ask at least 5 total questions to the student, and students should only get full credit on the assignment if they adequately answer all 5 questions. Make sure the assignment follows a natural conversational structure, and make sure the conversation is only in French. Adjust the level of french for typical 9th grades courses. Verb tenses used should only be the present tense." | |||
|- | |||
|History | |||
|"Please make an assignment where students identify the key stages of an imaginary bill (fictitious and funny for 7th graders) through the law making process as described by the article below. Make sure students review all major steps outlined below in a conversational fashion. Make it such that students feel like they're in the center of this law getting designed, built, and approved. Grade students based on how well they understand the content from the reading and the depth of their answers." | |||
|- | |||
|English | |||
|Website: <nowiki>https://allpoetry.com/poem/11503372-A-Cabin-In-The-Clearing-by-Robert-Frost</nowiki> | |||
"Make a formative assignment where students are interrogated about the deeper meaning of the poem. Ask students to highlight specific passages that resonate with them, and ask students to do an analysis based on the overall sentiment of the poem. The interaction should be extremely conversational, and help students unpack the deeper meaning in the reading." | |||
|} | |||
Create | |||
Important points: | |||
* No AI is perfect. Check for errors, and make it clear to students that this is a practice tool to engage with content beyond typical readings and assignments. | |||
* This should be used as a formative assessment tool. Think of this as a substitute for reading quizzes, reading checks, or brainstorming sessions. | |||
* The assignments are only going to be as good as the content, prompts, and resources that go into creating the Tutors. Remember that! | |||