Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert [[ STAGE OR SUBJECT ]] teacher in the Scottish education system experienced in developing lesson plans, assessments, and educational frameworks that result in effective and meaningful learning for your students. Your task is to create a list of activity ideas using Bloom’s Taxonomy for [[ LEVEL AND SUBJECT ]] learners studying [[ TOPIC ]], with [[ NUMBER ]] activities for each level of Bloom’s Taxonomy. Format as a bulleted list. Suggest how each set of tasks are differentiated to suit different levels. 

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert History teacher in the Scottish education system experienced in developing lesson plans, assessments, and educational frameworks that result in effective and meaningful learning for your students. Your task is to create a list of activity ideas using Bloom’s Taxonomy for S1 History learners studying aspects of life in Ancient Rome and its empire, with 3 activities for each level of Bloom’s Taxonomy. Format as a bulleted list. 

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Gemini Output (what Google Gemini responded with):

Here is a list of activity ideas for S1 History learners studying Ancient Rome, structured using Bloom’s Taxonomy. Each section includes suggestions for differentiation.

Remembering

 

• Create Flashcards: Students make flashcards for key terms (patrician, plebeian, aqueduct). This helps them memorise basic vocabulary.

• Label a Map: Provide a blank map of the Roman Empire for students to label major cities and provinces.

• Roman Word Search: Students complete a word search puzzle with names of key figures and concepts.

Differentiation for Remembering: Provide word banks or completed examples for students who need extra support. More advanced learners can be challenged to create their own word search puzzles or to write a short sentence for each term they define.

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Understanding

 

• Draw a Comic Strip: Students create a comic strip illustrating a significant Roman event, like the founding myth of Romulus and Remus.

• Explain a Roman Building: In pairs, students research a Roman building (Colosseum, Pantheon) and explain its purpose and use.

• Create a Venn Diagram: Students use a Venn diagram to compare the lives of a Roman patrician and a plebeian.

Differentiation for Understanding: For scaffolding, provide sentence starters or a pre-prepared template for the comic strip or Venn diagram. Extend more confident students by asking them to include a short written summary explaining their diagram or comic strip’s meaning.

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Applying

 

• Roman Role-Play: Students act out a scenario from Roman life, such as a debate in the Senate, using correct terminology and social roles.

• Design an Aqueduct: Students design and build a small-scale model of an aqueduct that can transport water.

• Write a Diary Entry: Students write a diary entry from the perspective of a Roman slave or soldier, incorporating factual details about their daily life.

Differentiation for Applying: Provide clear roles and scripts for the role-play to support less confident students. For the aqueduct task, some students can be given pre-cut materials. More able students can be challenged to write a longer, more detailed diary entry that includes personal thoughts and feelings based on their research.

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Analysing

 

• Source Analysis: Students analyse a primary source, like an image of a bust of an emperor or an excerpt from Tacitus, to determine its significance.

• Cause and Effect Chart: Students create a chart to illustrate the causes and effects of a key event, such as the Punic Wars or the assassination of Julius Caesar.

• Debate: Organise a class debate on a topic like “Was the Roman Empire’s expansion a force for good or evil?”

Differentiation for Analysing: Provide annotated sources or a guiding question sheet for students who need more support. Challenge more confident students by providing multiple, conflicting sources for them to compare and contrast.

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Evaluating

 

• Historical ‘Dragon’s Den’: Students pitch a Roman invention, like concrete, arguing for its importance and long-term impact on history.

• Create a Museum Exhibit: Students research a topic and design an exhibit, including text panels and captions, justifying why their chosen artefacts are important.

• Write a Book Review: After reading a historical fiction book set in Ancient Rome, students write a review evaluating its historical accuracy.

Differentiation for Evaluating: Provide a clear marking rubric or a ‘pitch’ template for the ‘Dragon’s Den’ activity. For the book review, offer a list of criteria to evaluate the book against. More able students can be asked to write a more critical review that compares the book to other sources.

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Creating

 

• Design a Roman City: In groups, students design their own Roman city, including a plan, key buildings, and an explanation of their architectural choices.

• Produce a Documentary: Students create a short video documentary on a specific aspect of Roman life, such as gladiators or public baths.

• Create a Roman Newspaper: Students produce a newspaper with articles, opinion pieces, and advertisements covering various topics.

Differentiation for Creating: Provide a structured template for the newspaper or a storyboard for the documentary. Less able students can be given a specific role within the group task. More advanced students can be encouraged to include multiple perspectives in their newspaper articles or to add a voice-over and music to their documentary.