This is your page for the session. Every prompt here can be copied with one tap — you do not need to type any of them. Keep it open on your phone while we work.
Five things to tell it before you ask for anything. Miss one and you get a generic answer you have to rewrite anyway.
Four minutes to fill the five boxes. Three minutes to copy it in and read what comes back. Work in threes: one types, one reads the prompt aloud, one is the critic.
Type into the five boxes. Your prompt assembles below, ready to copy. It stays on this device, so you can come back to it.
Fill the boxes above and your prompt appears here.
You are helping a JSS 2 Basic Science teacher in Nigeria. TASK: Draft a 40-minute lesson note on photosynthesis. CURRICULUM: Nigerian UBE Basic Science, JSS 2, First Term. AUDIENCE: 45 pupils, mixed ability; about eight read below class level; none have used a microscope. CONSTRAINTS: No projector and no laboratory. Any material must be something I can buy in a local market. Include a 5-minute starter and a 5-minute plenary. FORMAT: Use my school's headings — Topic, Objectives, Previous Knowledge, Instructional Materials, Presentation (Steps 1–5), Evaluation, Assignment.
Stay in the same conversation. Do not start a new chat — it already knows your topic, your class and your constraints, and starting again means typing all of it twice.
Take the Evaluation questions from that lesson note and give me three versions of the same five questions: (a) SUPPORT — simpler language, one step, no double negatives; (b) CORE — as written; (c) STRETCH — requires an explanation or an application to a new situation. Keep the same underlying content in all three so I can mark the whole class together. Put them in a three-column table.
Write a 4-level marking rubric for the STRETCH questions. Use language simple enough that I can read it aloud to JSS 2 pupils. One sentence per level describing what good looks like. Add a total-marks column.
These do not change when the tools change. Everything else on this page has a shelf life; this part does not.
No names, no marks, no home addresses, no family circumstances, no health or safeguarding information, no photographs. Anonymise before you paste: “Pupil A”, “Pupil B”. If you would not read it out in the staff room, it does not go into a chat box.
Dates, formulas, historical facts, scripture references, local place names, exam-board terminology and answer keys are exactly where these tools invent things most confidently. A fluent wrong answer is still a wrong answer — and it is your name on the lesson note.
Nothing goes in front of pupils that you have not read end to end and changed at least a little. The professional judgement — is this right for my class, at this point in the term — is not delegable, and never will be.
Tell your HOD. Tell your pupils when AI helped make a resource. A teacher who quietly uses AI while punishing pupils for the same thing has lost the argument before it starts.
Topic: The Water Cycle Objective: By the end of the lesson, pupils will be able to define condensation, evaporation and precipitation. Instructional Materials: A digital humidity sensor, an interactive whiteboard, and tablets for each pupil. Presentation — Step 3: Explain that water boils at 100°C at all altitudes, so the temperature is always the same anywhere in the world. Evaluation: Ask pupils to write a 500-word essay comparing the water cycle to the carbon cycle.
Digital humidity sensors, an interactive whiteboard and a tablet each. Most classrooms do not have these — the C was never stated, so it assumed a well-funded classroom.
Water does not boil at 100°C at all altitudes — boiling point falls as altitude rises. Fluent, confident, and wrong. This is why red line 2 exists.
A 500-word comparative essay, and the carbon cycle, are far beyond Primary 5 and do not match the stated objective. The A was missing.
Every one of those three errors is fixed by writing a better prompt — not by finding a better tool.
One sentence. Not a plan. The teachers who actually change something are the ones who wrote down something small and specific.
Five more that work. Change the class, subject and school details to yours — that is the whole adaptation.
Here are three anonymous pupil answers — no names, no marks yet. For each, write two sentences of feedback: one specific thing done well, and one specific next step. Encouraging but not vague. Nigerian secondary school tone. [paste the anonymised answers here]
Explain “fractions as parts of a whole” to a Primary 5 class in Owerri using three everyday examples a child here would recognise. Keep each example under 40 words. Then give me one question per example to check they understood.
Draft a short letter to parents of Primary 4 pupils about a science excursion on 24 September. Warm but formal, under 200 words. Must include: date, time, cost, what the child should bring, and a consent slip at the bottom for a parent to sign and return.
Here is my term's scheme of work for SS 1 Economics [paste it]. Break Week 4 into a weekly plan of four 40-minute lessons. For each lesson give me the objective, one starter activity, the main teaching sequence, and one exit question. Nigerian curriculum. No resources beyond a chalkboard and the recommended textbook.
I already know how I want to teach this. Here are my rough notes [paste]. Turn them into a full lesson note using my school's headings [paste headings]. Do not add new teaching content — only organise, expand and format what I have written. Flag anything that looks like a gap.
The live session is deliberately narrow: one frame, two activities, four rules. The recording goes much deeper, a module at a time, in any order. Start with Module 2 if you only watch one.