HOT HOT Prompts for Teachers

HOT HOT Prompts for Teachers

By Janpha Thadphoothon

I am sure you would agree with me that in the dynamic world of education, especially in English Language Teaching (ELT), staying ahead of the curve is not just an advantage, it's a necessity. As we know, technology is constantly evolving, and for educators, embracing these changes can profoundly impact our teaching methodologies and ultimately, our students' learning experiences. I think one of the most exciting and transformative advancements we've witnessed recently is the rise of Generative AI with Large Language Models.

In my opinion, these tools are not just fleeting trends; they represent a fundamental shift in how we can approach lesson planning, content creation, and even student assessment.

It is my personal belief that understanding and effectively utilizing AI models like those I've explored through DeepLearning.AI's certification is paramount for any modern educator. They say that time is money, and fundamentally, it is all about efficiency and effectiveness in the classroom. The news has it that teachers are constantly pressed for time, trying to balance curriculum demands with individual student needs. Accordingly, leveraging AI can save you lots of time and other things – precious resources that can be redirected to more personalized student interaction and deeper pedagogical reflection.

According to the media, the potential of AI in education is vast and still largely untapped. What we all know and agree upon is that AI can be a powerful assistant, not a replacement for human teachers. I am not sure but I'd like to entertain you with the idea that AI can liberate us from repetitive tasks, allowing us to focus on the truly human aspects of teaching: inspiring, mentoring, and guiding. My conviction is that mastering prompt engineering is key to unlocking this potential.

People say that the quality of the output from an AI model is directly proportional to the quality of the input prompt. Some argue for a future where AI handles most content generation, while some argue against it, citing concerns about originality and critical thinking. Nevertheless, it is my long-held belief that (though I could be wrong) equipping teachers with the skills to craft effective prompts is crucial. I notice that many educators are still hesitant, perhaps due to a lack of familiarity or understanding. Based on the first impression, some find the idea of "talking to a computer" daunting. Gradually, I have seen more and more teachers embrace this technology, and their enthusiasm is contagious.

First of all, let me introduce you to the notion of "HOT HOT Prompts for Teachers." These are not just any prompts; these are designed to maximize efficiency and creativity in your ELT classroom. And then ultimately, they aim to transform your teaching workflow. That's not all, experts say that effective prompting can significantly improve the relevance and accuracy of AI-generated content. I am not an expert, but I have read somewhere that well-crafted prompts can elicit nuanced and contextually appropriate responses from LLMs. I know you would agree with me that this is invaluable for creating engaging and relevant learning materials.

Let me give you an example. I guess it is incredibly powerful to simply ask an AI to "Create a lesson plan that incorporates inquiry-based learning for Thai Grade 8 students learning English. The topic is 'My Community', where students investigate cases of water pollution." No one knows everything, but I would like to highlight how this simple prompt can generate a comprehensive framework, saving hours of planning time.

I somehow think that the true magic happens when you need to create long-form content. For instance, when you want to create a fictional story. My gut tells me that crafting compelling narratives can be time-consuming, but AI can be a fantastic co-creator. Nevertheless, it is my belief that teachers should still review and adapt the generated content to ensure it aligns with their specific pedagogical goals and student needs.

I must admit that the example fictional story, "The Hero of My Village," demonstrates this perfectly. Indeed, it is a 500-word passage with a basic structure and vocabulary, specifically designed for Thai students, incorporating Thai names and locations. What's more interesting is that it includes dialogues and surprising elements, making it engaging for young learners. The story, as the saying goes, "shows, not tells," the impact of environmental issues through a relatable narrative.

Wisdom from the past hints that storytelling has always been a powerful tool in education. It has perplexed me how much time teachers spend creating these narratives from scratch. What's more, AI can generate such stories in minutes, allowing teachers to spend more time on analyzing and discussing the story with students. The past is the past. Those were the good old days for some, but like it or not, the world moves on, and we must embrace new tools.

Let's be a bit more scientific. You may wish to picture this scenario: you need a rubric for a specific assessment. Globally, rubrics are essential for clear expectations and fair grading. In Thailand, for example, a clear rubric helps both teachers and students understand the criteria for success. I like the idea of using AI to "Develop a 5-point rubric for assessing Thai 8th grade students’ composition on the impact of urbanization on cultural traditions, including categories for thesis statement, evidence and analysis, organization, style and mechanics, and formatting." As a matter of fact, the AI generates a comprehensive rubric instantly, saving countless hours.

Make no mistake, this isn't just about saving time; it's about enhancing the quality of our educational materials. What's more, the rubric provides specific, measurable criteria, which is excellent for student feedback. I could be wrong, but somehow I think it is the precision and speed of AI that truly empowers us. Having said that, I realize that the teacher's role remains crucial in interpreting and applying these rubrics in the classroom.

Those were the days when everything was simple, but education is becoming increasingly complex. As a language teacher, I often find myself juggling multiple tasks. However challenging, I determine to make it clear that AI is a tool that can simplify many of these complexities.

One may ask what "prompting" is. Fundamentally, I would argue that prompting is the art and science of communicating effectively with an AI model. It's about crafting instructions that are clear, concise, and specific enough to elicit the desired output. My gut tells me that the more precise your prompt, the more relevant and useful the AI's response will be.

Finally, let me share some question prompts based on Dell Hymes' SPEAKING model for teachers to use when preparing reading stories. This framework helps teachers analyze narratives deeply and prepare engaging pre-reading, during-reading, and post-reading activities.

• S - Setting and Scene: What is the specific time and place of the story? How does the setting influence the characters' actions or feelings? What is the general mood or atmosphere? How can I convey this to students?
• P - Participants: Who are the main characters? What are their relationships and roles? What are their social roles or statuses? Are there any non-human characters that play a significant role?
• E - Ends: What are the characters trying to achieve? What is the main message or moral of the story? What is the ultimate outcome or resolution? What learning goals do I have for students from this story?
• A - Act Sequence: What is the beginning, middle, and end of the story? What are the key events or turning points? Is there a conflict, and how is it resolved? How can I guide students to understand the sequence of events and cause-and-effect relationships?
• K - Key: What is the predominant tone of the story? Does the tone change at any point? How can I use my voice and expression to convey the story's tone effectively?
• I - Instrumentalities: Is the story primarily narrative, or does it include a lot of dialogue? Are there specific expressions or speech patterns used by characters that are culturally significant? What vocabulary and sentence structures are essential for students to understand? How can I prepare students for any challenging language features?
• N - Norms: Are there any unspoken rules or cultural customs that influence how characters communicate? How do characters take turns speaking in dialogues? Are there any cultural behaviors or traditions depicted that I should explain to students?
• G - Genre: What genre does this story belong to? How do the conventions of this genre influence the story's structure or themes? How can identifying the genre help students anticipate content or understand character motivations?

I'd like to entertain you with the idea that by using such frameworks, teachers can systematically dissect a story, ensuring that every aspect is considered for optimal student engagement and comprehension. I guess it is these kinds of structured approaches, combined with the power of AI, that will truly elevate our teaching practices. My conviction is that the future of ELT is bright, and it's powered by thoughtful integration of technology and pedagogical expertise.