AI Lesson Plan

Course
Companion
Make Teaching Easier
with Artificial Intelligence
A digital course by Anthony Bochrinis

© Classdoor® 2023 • Classdoor.com.au
FOREWARD
Welcome to the world of Artificial Intelligence (AI) in education!
This course companion is designed to introduce you to the
concept of using AI to streamline administrative tasks and free
up more time for teaching and learning.
This course companion includes an overview of AI technology

and its potential applications in education, as well as a specific
case study featuring ChatGPT, a powerful AI tool for
automating common admin tasks.
By leveraging the capabilities of ChatGPT and other AI tools,

teachers can save time and energy on repetitive tasks such as
writing tests, lesson planning, writing emails and more. This
allows them to focus on what really matters: fostering a
dynamic and engaging learning environment for their students.
So, dive in and explore the exciting world of AI in education.

Who knows, you may just discover new and innovative ways to
use technology to enhance your teaching practice.
I hope you enjoy what this companion has to offer you and
hope you enjoy exploring this wonderful new technology!
Best Regards,
Anthony Bochrinis
Make Teaching Easier with Artificial Intelligence: Course Companion

Page 02
© 2023 | By classdoor.com.au
TABLE OF
CONTENTS
Intro Accessing Artificial Intelligence 04
Part One Artificial Intelligence Use Cases 06
#01: Lesson Planning 07
#02: Lesson Activities 15
#03: Communicating with Parents 27
#04: Communicating with Colleagues 29
#05: Writing Report Comments 33
#06: Detailed Topic Summaries 35
#07: Professional Reading Summaries 42
#08: Creating Test Questions 43
#09: Multiple-Choice Explanations 46
#10: Sample Essays 49
#11: Mark Extended Responses 53
#12: Give Student Feedback 57
#13: Writing a Cover Letter 62
Bonus: Engaging Image Creation 65
Quick Reference: Use Cases 67
Part Two Adjusting Pedagogy for Student Use 68
Part Three The Future: Classrooms with AI 72

Page 03
MAKE TEACHING
EASIER WITH
ARTIFICIAL
INTELLIGENCE
INTRO
ACCESSING
ARTIFICIAL
INTELLIGENCE
INTRO
ACCESSING
ARTIFICIAL
INTELLIGENCE
HOW TO ACCESS ARTIFICIAL INTELLIGENCE (AI) ONLINE
TYPE #1 MOST COMMON AI WE’LL USE
LANGUAGE MODELS
• What does it do: Create original written responses to any written
prompt. It sounds too good to be true, but it really does this!
• How does it work: It is a website with a chat box that you use to talk
to the AI with. You can use any device to access it.
• How do you use it: go to the link https://chat.openai.com/ and
register an account.
• Is it Free? Currently yes. It may at some stage require a subscription
fee. If this ever happens it is most certainly worth the investment!
TYPE #2
IMAGE MODELS
• What does it do: Uses AI to create an original image of any artistic style
from a written prompt that you provide.
• How does it work: It is a website with a chat box that you use to enter
your prompt to generate an image.
• How do you use it: go to the link https://openai.com/dall-e-2/ and
register an account. https://www.midjourney.com/is an alternative.
• Is it Free? Currently yes. There are a limited number of free credits per
month that you have access to. You can get more credits for a fee.
TYPE #3
AUDIO MODELS
• What does it do: Uses AI to convert text into authentic-sounding
speech. This is then given to you in an audio file.
• How does it work: It is a website with a chat box that you type out a
script for it to convert into a downloadable audio file.
• How do you use it: go to the link https://bigspeak.ai/ and register an
account.
• Is it Free? Currently yes for text up to 1000 characters (including
spaces). It may at some stage require a subscription fee.

Page 05
MAKE TEACHING
EASIER WITH
ARTIFICIAL
INTELLIGENCE
PART ONE
ARTIFICIAL
INTELLIGENCE
USE CASES
USE CASE
#01
LESSON
PLANNING
PROMPT LIST CHATGPT
COLOUR CODES
Write a lesson plan for year [year level] students on the [X] Replace
[subject] topic of [topic]. [X] Optional
1. Give me 3 differentiated activities for independent
practice. Make them at three levels of difficulty. KEY
a. Adjust activity [X] to cater for students with Primary Prompt
[specific learning need]. 1. Sub-prompt 1
a. More Info
i. Give me a list of key [terms/events/
i. Support Info
people/characters] to assist with this
1. Sub-prompt 2
activity. 2. Sub-prompt 3
2. Give me a summary of this lesson in 10 full sentences
for students to use as notes for revision purposes. HOW TO USE
[Include statistics and key dates.] Begin by copying
3. Give me 5 discussion questions that require critical and pasting the
thinking and references these notes. primary prompt in
the prompt list into
a. Give me an analysis of these questions. ChatGPT. To ‘delve
i. Rewrite these answers for a 5 year old deeper’ into this use
to understand. case and generate
further information,
4. Give me a lesson summary of notes and lesson use ‘Sub-prompts’,
activities for absent students to complete from ‘More Info’ and
home. ‘Support Info’ as you
desire.

Page 07
LESSON USE CASE
#01
PLANNING
SAMPLE OUTPUT CHATGPT
Prompt: Write a lesson plan for year 10 students on the English topic of "The Lord of
the Flies" by William Golding
Output: Lesson plan:
"The Lord of the Flies" by William Golding
Objective:
• To understand the main themes and symbols in "The Lord of the Flies" by
William Golding
• To analyze the characters and their development throughout the novel
• To evaluate the societal breakdown and its consequences
Materials:
• Copies of "The Lord of the Flies" by William Golding for each student
• Whiteboard or blackboard
• Markers or chalk
Warm-up activity:
• Begin the lesson by asking the students if they are familiar with the novel
"The Lord of the Flies" by William Golding. If they are, ask them to share
their initial thoughts and reactions to the novel. If they are not, provide a
brief
• overview of the story (without giving away any major plot points).
Direct Instruction:
• Ask the students to turn to a specific page in the novel (preferably one that
highlights a significant theme or symbol).
• As a class, discuss the passage and ask the students to share their
thoughts and interpretations.
• Using the whiteboard or blackboard, create a list of the main themes and
symbols that emerge from the passage.
• Repeat this process with additional passages from the novel, adding to the
list of themes and symbols as necessary.
Guided Practice:
• Divide the students into small groups and assign each group one of the
main themes or symbols from the list created during direct instruction.
• Have the students discuss their assigned theme or symbol in their group,
considering how it is represented in the novel and its significance to the
overall story.
• Have each group present their findings to the rest of the class.

Page 08
LESSON USE CASE
#01
PLANNING
Output: Independent Practice:

• Ask the students to choose one character from the novel and consider
their development throughout the story.
• Have the students write a short essay analyzing the character's journey
and how it relates to the themes and symbols discussed in class.
Closure:
• As a class, discuss the societal breakdown depicted in the novel and its
consequences.
• Ask the students to consider what the novel is trying to say about human
nature and society.
• End the lesson by asking the students to share their final thoughts on the
novel.
Assessment:
• Participation in class discussions and group work
• Quality of the short essay analyzing a character's development
Prompt: Give me 3 differentiated activities for independent practice. Make them at
three levels of difficulty.
Output: Low difficulty:
• Create a graphic organizer that illustrates the main events and characters
in the novel. This activity is good for visual learners and allows them to see
the events and characters in a structured way.
Medium difficulty:
• Write a character analysis of one of the main characters in the novel. This
activity requires the student to closely examine the character's actions,
words, and motivations, and consider how they contribute to the overall
story.
High difficulty:
• Write a compare and contrast essay between two of the main characters in
the novel. This activity requires the student to not only analyze the
characters individually, but also consider how they interact with each other
and how their differences and similarities impact the events of the story.

Page 09
LESSON USE CASE
#01
PLANNING
Prompt: Adjust activity 1 to cater for students with dyslexia.
Output: Low difficulty (for students with dyslexia):

• Create a mind map that illustrates the main events and characters in the
novel. This activity is good for visual learners and allows them to see the
events and characters in a more open-ended and less structured way.
Alternatively, students could create a timeline of events in the novel or a
character web that shows the relationships between the characters. These
activities also allow for more visual representation of the information.
It is also important to consider the student's individual needs and

accommodations when creating the mind map, timeline, or character web.
This may include using large fonts, providing a highlighter or colored pens for
the student to use, or allowing the student to use a computer to create the
visual representation.
Prompt: Give me a list of key events and characters to assist with this activity.
Output: Here is a list of key events and characters in "The Lord of the Flies" by William
Golding:
Events:
• A group of boys are stranded on an uninhabited island after their plane
crashes
• The boys elect Ralph as their leader and try to establish a sense of order
and survival on the island
• A group of boys, led by Jack, become increasingly savage and rebel
against Ralph's leadership
• The boys engage in a violent confrontation, and the island becomes
divided between Ralph's group and Jack's group
• A naval officer arrives on the island, signaling the rescue of the boys
Characters:
• Ralph: The protagonist and elected leader of the group. He represents
order and civilization.
• Jack: The antagonist and leader of a group of boys who become
increasingly savage. He represents savagery and chaos.
• Piggy: A fat, asthmatic boy who serves as Ralph's advisor and represents
intelligence and reason.

Page 10
LESSON USE CASE
#01
PLANNING
Output: • Simon: A quiet, sensitive boy who has a deep understanding of the island
and represents spirituality and inner goodness.
• The Conch: A symbol of order and civilization that is used to call meetings
and make decisions.
• The Beast: A symbol of fear and uncertainty that represents the boys' inner
turmoil and the dangers of the island.
• The Lord of the Flies: A symbol of savagery and chaos that represents the
boys' loss of order and civilization.
Prompt: Give me a summary of this lesson in 10 full sentences for students to use as
notes for revision purposes.
Output: 1. "The Lord of the Flies" by William Golding is a novel about a group of boys
who are stranded on an uninhabited island after their plane crashes.
2. The boys elect Ralph as their leader and try to establish a sense of order
and survival on the island.
3. A group of boys, led by Jack, become increasingly savage and rebel
against Ralph's leadership.
4. The boys engage in a violent confrontation, and the island becomes
divided between Ralph's group and Jack's group.
5. The main themes of the novel include the loss of civilization, the dangers
of power, and the innate human capacity for savagery.
6. The main symbols in the novel include the conch, the beast, and the Lord
of the Flies.
7. The character of Ralph represents order and civilization, while the
character of Jack represents savagery and chaos.
8. The character of Piggy represents intelligence and reason, and the
character of Simon represents spirituality and inner goodness.
9. The societal breakdown depicted in the novel has consequences for the
characters and ultimately leads to their rescue by a naval officer.
10. The novel suggests that the thin veneer of civilization can easily be
stripped away, revealing the primal instincts of human nature.
Prompt: Give me 5 discussion questions that require critical thinking and references
these notes.
Output: 1. How do the characters of Ralph and Jack represent opposite forces in the
novel? Give specific examples from the text to support your answer.
2. In what ways do the symbols of the conch, the beast, and the Lord of the
Flies contribute to the themes of the novel?
3. How does the character of Piggy serve as a foil to the character of Jack?
In what ways do their actions and beliefs contrast with each other?

Page 11
LESSON USE CASE
#01
PLANNING
Output: 4. How does the societal breakdown depicted in the novel reflect the
dangers of power and the loss of civilization?
5. What is the significance of the naval officer's arrival on the island at the
end of the novel? How does it symbolize the rescue of the boys from their
primal instincts?
Prompt: Give me the answers to the 5 discussion questions.
Output: 1. The characters of Ralph and Jack represent opposite forces in the novel.
Ralph represents order and civilization, as he tries to establish rules and
maintain a sense of order on the island. In contrast, Jack represents
savagery and chaos, as he becomes increasingly violent and disruptive.
Specific examples from the text that support this include Ralph's efforts to
build shelters and signal for rescue, and Jack's obsession with hunting
and his eventual formation of a rival tribe.
2. The symbols of the conch, the beast, and the Lord of the Flies contribute
to the themes of the novel in several ways. The conch represents order
and civilization, as it is used to call meetings and make decisions. The
beast represents fear and uncertainty, and represents the boys' inner
turmoil and the dangers of the island. The Lord of the Flies represents
savagery and chaos, and represents the boys' loss of order and
civilization. All of these symbols contribute to the overall theme of the thin
veneer of civilization and the dangers of power.
3. The character of Piggy serves as a foil to the character of Jack in several
ways. Piggy is intelligent and logical, and often tries to reason with the
other boys and maintain a sense of order. In contrast, Jack is impulsive
and aggressive, and becomes more savage as the novel progresses. Their
actions and beliefs contrast with each other in many ways, with Piggy
representing intelligence and reason, and Jack representing savagery and
chaos.
4. The societal breakdown depicted in the novel reflects the dangers of
power and the loss of civilization. As the boys' sense of order and
authority deteriorates, they become more violent and primal, ultimately
leading to a violent confrontation on the island. This breakdown reflects
the dangers of power and the fragility of civilization, as the thin veneer of
order is easily stripped away by primal instincts.
5. The significance of the naval officer's arrival on the island at the end of
the novel is that it symbolizes the rescue of the boys from their primal
instincts. The arrival of the naval officer represents the return of order and
civilization, and the rescue of the boys from their violent and chaotic
behavior. It also serves as a reminder of the outside world and the
consequences of the boys' actions on the island.
Page 12
LESSON USE CASE
#01
PLANNING
Prompt: Rewrite these answers for a 5 year old to understand.

Output: 1. Ralph and Jack are two boys in a story about a group of kids who get
stranded on a deserted island. Ralph is very organized and likes to make
plans, while Jack is more wild and likes to hunt and do dangerous things.
2. There are three special things in the story that help us understand what's
happening. The conch is a shell that the kids use to call meetings and
make decisions. The beast is a scary creature that the kids think is on the
island, but it's really just their own fears. The Lord of the Flies is a made-
up monster that represents the bad things the kids do when they're on
their own.
3. Piggy is a smart boy who likes to help Ralph and think things through.
Jack is a boy who doesn't like to listen to anyone and just wants to have
fun. Piggy and Jack are different in a lot of ways.
4. The kids on the island start to argue and fight a lot, and they forget about
the rules they made to keep everyone safe. This makes the island a
dangerous and scary place.
5. At the end of the story, a grown-up comes to rescue the kids and takes
them back home. This is a happy ending because it means the kids are
safe again and can go back to their normal lives.
Prompt: Give me a lesson summary of notes and lesson activities for absent students
to complete from home.
Output: Lesson Summary:
"The Lord of the Flies" by William Golding
Objective:
• To understand the main themes and symbols in "The Lord of the Flies" by
William Golding
• To analyze the characters and their development throughout the novel
• To evaluate the societal breakdown and its consequences
Materials:
• Copies of "The Lord of the Flies" by William Golding
Lesson Activities:
• Read the novel "The Lord of the Flies" by William Golding
• Identify the main themes and symbols in the novel (such as the loss of
civilization, the dangers of power, and the innate human capacity for
savagery)

Page 13
LESSON USE CASE
#01
PLANNING
Output: Lesson Activities:

• Analyze the characters and their development throughout the novel (such
as Ralph representing order and civilization, and Jack representing
savagery and chaos)
• Evaluate the societal breakdown depicted in the novel and its
consequences (such as the violent confrontation on the island and the
rescue of the boys by a naval officer)
• Reflect on the novel's message about human nature and society.
Assessment:
• Complete a written response to the following prompt: "In what ways do the
themes and symbols in 'The Lord of the Flies' reflect the dangers of power
and the loss of civilization?" Be sure to provide specific examples from the
text to support your answer.
Time Taken to Generate Outputs: 2 minutes

Page 14
USE CASE
#02
LESSON
ACTIVITIES
PROMPT LIST CHATGPT
COLOUR CODES
Activity Idea Generation Using Bloom’s Taxonomy [X] Replace
Based on Bloom's Taxonomy, provide an activity for [X] Optional
each category (remember, understand, apply, analyse,

evaluate and create) on the topic [topic] for Year [year KEY
level] students. Provide instructions for students on Primary Prompt
how the activity needs to be completed. 1. Sub-prompt 1
1. Provide detailed teaching notes for the [activity] a. More Info
i. Support Info
activity. Provide scaffolded notes for students that
1. Sub-prompt 2
includes relevant terms and their definitions,
2. Sub-prompt 3
statistics and sources.
HOW TO USE
Specific Activity #1: Debate Begin by copying
Give 5 debate topics on [topic] that have an affirmative and pasting the
primary prompt in
and a negative perspective.
1. Write detailed debate notes on topic [X]. Provide ChatGPT. To ‘delve
notes for the [X] [affirmative/negative] speakers to deeper’ into this use
debate. Provide a sentence summary for each case and generate
speaker's main debate. Provide important terms with
use ‘Sub-prompts’,
their definitions. Provide convincing facts and ‘More Info’ and
provide practical examples with statistics. Provide ‘Support Info’ as you
potential rebuttals for these speakers too. desire.

Page 15
USE CASE
#02
LESSON
ACTIVITIES
PROMPT LIST CHATGPT
COLOUR CODES
Specific Activity #2: Case Study [X] Replace
Write a fictional case study on the topic [topic] for Year [X] Optional
[year level] students to analyse. Include facts and

statistics for this case study. KEY
1. Give me 5 questions about this case study. Make the Primary Prompt
questions vary in complexity from easiest to hardest. 1. Sub-prompt 1
a. More Info
2. Give me answers to these questions. Provide facts
i. Support Info
and statistics to reinforce assertions. 1. Sub-prompt 2
a. Rewrite these answers for a 5 year old to 2. Sub-prompt 3
understand.
HOW TO USE
Specific Activity #3: Role Play Begin by copying

and pasting the
Write notes for student to act out a role play the topic primary prompt in
[topic]. Provide setting and contextual information of the prompt list into
this scenario. Provide names and background character ChatGPT. To ‘delve
information for [X] students. Provide a plot, conflict and deeper’ into this use
case and generate
resolution to the role play. Make the scenario age
appropriate for Year [year level] students. use ‘Sub-prompts’,
‘More Info’ and
‘Support Info’ as you
desire.

Page 16
LESSON USE CASE
#02
ACTIVITIES
Activity Idea Generation Using Bloom’s Taxonomy

Prompt: Based on Bloom's Taxonomy, provide an activity for each category
(remember, understand, apply, analyse, evaluate and create) on this topic for
Year 3 students. Provide instructions for students on how the activity needs
to be completed.
Output: Remember:
Activity: Memory Match

• Instructions: Students will be given a set of cards with different types of
alternative medicine treatments written on them (e.g. acupuncture, herbal
remedies, chiropractic care). They will need to match the cards with the
corresponding definitions of each treatment. The teacher will provide a list
of definitions for the students to use as a reference.
Understand:
Activity: Cause and Effect Diagram

• Instructions: Students will work in small groups to create a cause and
effect diagram outlining the potential benefits and drawbacks of using
alternative medicine. They will need to research different types of
alternative treatments and their potential impacts on the body. Once they
have gathered this information, they will create a visual diagram showing
the causes (e.g. using acupuncture to treat chronic pain) and the effects
(e.g. reduced pain and improved quality of life).
Apply:
Activity: Alternative Medicine Case Study

• Instructions: Students will work in pairs to create a case study on a fictional
patient who has been prescribed an alternative medicine treatment. They
will need to research the specific treatment and its potential benefits and
drawbacks, and use this information to create a detailed case study
outlining the patient's medical history, current condition, and treatment
plan. They will then present their case study to the class and discuss their
findings.

Page 17
LESSON USE CASE
#02
ACTIVITIES
Output: Analyse:
Activity: Pros and Cons of Alternative Medicine

• Instructions: Students will work in small groups to create a list of the pros
and cons of using alternative medicine. They will need to research different
types of alternative treatments and consider the potential benefits and
drawbacks for each. Once they have gathered this information, they will
create a visual representation of their findings, such as a T-chart or Venn
diagram. They will then present their findings to the class and discuss the
different perspectives on using alternative medicine.
Evaluate:
Activity: Decision Making Role Play

• Instructions: Students will work in groups of four to role play a scenario in
which a patient is considering using alternative medicine to treat a medical
condition. Two students will play the role of the patient and their family
members, while the other two students will play the role of healthcare
professionals (e.g. a doctor and a pharmacist). The group will need to
research different types of alternative treatments and consider the
potential benefits and drawbacks for each. The patient and their family will
then need to decide which treatment they want to pursue, while the
healthcare professionals will provide guidance and advice. Once a decision
has been made, the group will present their role play to the class and
discuss the reasoning behind their decision.
Create:
Activity: Alternative Medicine Information Sheet

• Instructions: Students will work in small groups to create an informational
sheet on a specific type of alternative medicine. They will need to research
the treatment and its potential benefits and drawbacks, and use this
information to create a detailed sheet outlining the treatment, its uses, and
any potential risks or side effects. They will also need to include a section
on how to access this treatment (e.g. where to find a practitioner, what
insurance plans may cover it). Once they have completed their
informational sheet, they will present it to the class and discuss their
findings.

Page 18
LESSON USE CASE
#02
ACTIVITIES
Prompt: Provide detailed teaching notes for the Apply activity. Provide scaffolded
notes for students that includes relevant terms and their definitions, statistics
and sources.
Output: Activity: Alternative Medicine Case Study
Objective: To understand the potential benefits and drawbacks of using

alternative medicine by creating a case study of a patient prescribed an
alternative treatment.
Materials:
• Internet access for research
• Case study template (provided by teacher)
Step 1: Research an alternative medicine treatment.

• Students will need to research a specific alternative medicine treatment,
such as acupuncture or herbal remedies.
• They will need to gather information on the potential benefits and
drawbacks of this treatment, as well as any potential risks or side effects.
• They should also consider how this treatment might be accessed (e.g.
through a practitioner, insurance coverage).
Step 2: Create a case study.

• Using the information gathered in Step 1, students will work in pairs to
create a case study of a fictional patient who has been prescribed this
alternative treatment.
• They will need to include information on the patient's medical history,
current condition, and treatment plan.
• They should also consider the potential benefits and drawbacks of the
treatment for this specific patient.
Step 3: Present the case study to the class.

• Students will present their case study to the class and discuss their
findings.
• They should be prepared to answer questions and engage in a discussion
about the potential benefits and drawbacks of using alternative medicine.

Page 19
LESSON USE CASE
#02
ACTIVITIES
Output: Important terms:

• Alternative medicine: Any medical treatment or therapy that is not
considered to be part of conventional Western medicine, such as
acupuncture, chiropractic care, and herbal remedies.
• Case study: A detailed description of a specific person or group, including
their medical history, current condition, and treatment plan.
• Practitioner: A healthcare professional who is trained to provide a specific
type of medical treatment, such as an acupuncturist or chiropractor.
• Insurance coverage: A financial arrangement in which an individual or
group pays an insurer a monthly premium in exchange for coverage of
certain medical expenses.
Statistics:
• According to a survey conducted by the National Center for
Complementary and Integrative Health, 38% of adults in the United States
use some form of alternative medicine. (Source:
https://nccih.nih.gov/research/statistics/2007/camsurvey_fs1.htm)
Sources:
• National Center for Complementary and Integrative Health. (n.d.).
Complementary, Alternative, or Integrative Health: What's in a Name?
Retrieved from https://nccih.nih.gov/health/whatiscam
• Mayo Clinic. (n.d.). Alternative Medicine: An Overview. Retrieved from
https://www.mayoclinic.org/healthy-lifestyle/consumer-health/in-
depth/alternative-medicine/art-20045267
Specific Activity #1: Debate

Prompt: Give 5 debate topics on healthcare that have an affirmative and a negative
perspective.
Output: 1. Should the government provide universal healthcare for all citizens?
(affirmative: yes, negative: no)
2. Should pharmaceutical companies be allowed to set their own prices for
prescription drugs? (affirmative: yes, negative: no)
3. Should healthcare providers be required to offer preventative care
services for free? (affirmative: yes, negative: no)
4. Should the use of alternative medicine, such as acupuncture and
chiropractic care, be covered by healthcare insurance? (affirmative: yes,
negative: no)
5. Should mental health treatment be treated on equal footing with physical
health treatment? (affirmative: yes, negative: no)
Page 20
LESSON USE CASE
#02
ACTIVITIES
Prompt: Write detailed debate notes on topic #4. Provide notes for the 3 affirmative
speakers to debate. Provide a sentence summary for each speaker's main
debate. Provide important terms with their definitions. Provide convincing
facts and provide practical examples with statistics. Provide potential
rebuttals for these speakers too.
Output: Topic: Should the use of alternative medicine, such as acupuncture and
chiropractic care, be covered by healthcare insurance?
Affirmative Speaker 1:
• The use of alternative medicine should be covered by healthcare insurance
because it can provide effective treatment for certain medical conditions.
• Definition of alternative medicine: Any medical treatment or therapy that is
not considered to be part of conventional Western medicine, such as
acupuncture, chiropractic care, and herbal remedies.
• Fact: A systematic review of acupuncture studies found that it can be an
effective treatment for chronic pain, nausea, and other conditions. (Source:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5003003/)
• Practical example: Many people with chronic back pain have found relief
through chiropractic care, and covering this treatment through insurance
could save money in the long run by reducing the need for pain medication
or surgery.
• Rebuttal: Some may argue that alternative medicine is not backed by
scientific evidence and therefore should not be covered by insurance.
However, there is a growing body of research supporting the effectiveness
of certain alternative treatments, and insurance coverage should not be
limited to only those treatments that are considered "conventional."
because it can help patients access a wider range of treatment options.
• Definition of healthcare insurance: A financial arrangement in which an
individual or group pays an insurer a monthly premium in exchange for
coverage of certain medical expenses.
• Fact: A survey conducted by the National Center for Complementary and
Integrative Health found that 38% of adults in the United States use some
form of alternative medicine. (Source:
https://nccih.nih.gov/research/statistics/2007/camsurvey_fs1.htm)

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LESSON USE CASE
#02
ACTIVITIES
Output: • Practical example: Patients with chronic conditions, such as fibromyalgia or

chronic fatigue syndrome, often struggle to find relief through conventional
treatments. Alternative therapies, such as acupuncture or herbal remedies,
may be able to provide some relief for these patients and should be
covered by insurance.
• Rebuttal: Some may argue that alternative medicine is not as effective as
conventional treatments and therefore should not be covered by
insurance. However, there is evidence to suggest that certain alternative
therapies can be effective for certain conditions, and patients should have
the option to try these treatments if they feel it could benefit them.
because it can help reduce healthcare costs overall.
• Definition of healthcare costs: The financial burden associated with
obtaining medical treatment, including insurance premiums, copays, and
out-of-pocket expenses.
• Fact: A study published in the Journal of the American Medical Association
found that patients who received acupuncture treatment for chronic low
back pain had lower healthcare costs compared to those who received
only conventional care. (Source:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4586572/)
• Practical example: Many patients with chronic conditions, such as asthma
or diabetes, require ongoing medical treatment and medications to manage
their condition. Alternative therapies, such as herbal remedies or
acupuncture, may be able to help reduce the need for these expensive
medications and treatments, ultimately reducing healthcare costs for both
the patient and the healthcare system overall.
• Rebuttal: Some may argue that alternative medicine is not worth the cost
of insurance coverage. However, research has shown that incorporating
alternative therapies into treatment plans can lead to cost savings in the
long run, making it a worthwhile investment for both patients and the
healthcare system.

Page 22
LESSON USE CASE
#02
ACTIVITIES
Specific Activity #2: Case Study

Prompt: Write a fictional case study on the topic of biodiversity for Year 10 students to
analyse. Include fictional facts and statistics for this case study.
Output: Case Study: The Deforestation of the Amazon Rainforest
Background:
The Amazon rainforest is a critical part of the global ecosystem, home to
millions of species of plants and animals, many of which are found nowhere
else on Earth. However, in recent years, the rainforest has been facing
increasing threats from deforestation and other human activities.
Case:
Maria is a resident of the Amazon rainforest and has lived in the region her
entire life. She has witnessed firsthand the impacts of deforestation on the
local ecosystem and is deeply concerned about the future of her community.
Over the past several decades, large areas of the rainforest have been
cleared for agriculture, mining, and other human activities. As a result, many
species of plants and animals have lost their habitat and are at risk of
extinction. Maria is particularly concerned about the impacts on indigenous
communities, who rely on the rainforest for their livelihoods and cultural
traditions. Many of these communities are being forced to leave their homes
due to the destruction of the rainforest, leading to a loss of cultural
knowledge and traditions.
Facts and Statistics:

• The Amazon rainforest is home to approximately 390 billion individual
trees, representing 16,000 species. (Source:
https://www.worldwildlife.org/places/amazon)
• Deforestation in the Amazon rainforest has increased by 36% in the past
year, with an estimated 9,762 square miles of forest lost. (Source:
https://www.washingtonpost.com/climate-
environment/2020/02/13/amazon-deforestation-bolsonaro/)
• The Amazon rainforest is home to approximately one-third of all species on
Earth, including more than 2.5 million insect species and around 2,000
species of birds and mammals. (Source:
https://www.nationalgeographic.com/environment/2019/02/amazon-
rainforest-is-now-at-greatest-risk-in-history-experts-say/)

Page 23
LESSON USE CASE
#02
ACTIVITIES
Prompt: Give me 5 questions about this case study. Make the questions vary in
complexity from easiest to hardest.
Output: 1. What is the Amazon rainforest?
2. How has deforestation in the Amazon rainforest impacted the local
ecosystem and indigenous communities?
3. How many species of plants and animals are found in the Amazon
rainforest?
4. What is the impact of the destruction of the Amazon rainforest on the
global climate?
5. What actions can be taken to protect the Amazon rainforest and its
biodiversity?
Prompt: Give me answers to these questions. Provide facts and statistics to reinforce
assertions.
Output: 1. The Amazon rainforest is a vast tropical rainforest in South America,
covering approximately 6.7 million square kilometers. It is home to millions
of species of plants and animals, many of which are found nowhere else
on Earth.
2. Deforestation in the Amazon rainforest has had significant impacts on the
local ecosystem and indigenous communities. The destruction of large
areas of the rainforest has led to the loss of habitat for many species of
plants and animals, putting them at risk of extinction. Additionally, many
indigenous communities rely on the rainforest for their livelihoods and
cultural traditions, and are being forced to leave their homes due to the
destruction of the rainforest. This has led to a loss of cultural knowledge
and traditions.
3. The Amazon rainforest is home to approximately 390 billion individual
trees, representing 16,000 species. It is also home to approximately one-
third of all species on Earth, including more than 2.5 million insect species
and around 2,000 species of birds and mammals.
4. The destruction of the Amazon rainforest has significant impacts on the
global climate, as the rainforest plays a critical role in absorbing carbon
dioxide from the atmosphere. Deforestation in the Amazon rainforest
releases large amounts of stored carbon back into the atmosphere,
contributing to global warming.
5. There are several actions that can be taken to protect the Amazon
rainforest and its biodiversity. These include: enforcing laws against illegal
logging and deforestation, supporting sustainable land use practices,
investing in conservation efforts, and promoting the use of renewable
energy sources.

Page 24
LESSON USE CASE
#02
ACTIVITIES
Prompt: Rewrite these answers for a 5 year old to understand.

Output: 1. The Amazon rainforest is a big forest in South America with lots of
different plants and animals.
2. When people cut down trees in the Amazon rainforest, it can hurt the
plants and animals that live there, and also make it hard for some of the
people who live there to do the things they need to do.
3. There are lots of different kinds of plants and animals in the Amazon
rainforest. There are even some that we don't have anywhere else in the
world.
4. When we cut down trees in the Amazon rainforest, it can make it harder
for the Earth to breathe and stay healthy.
5. We can help protect the Amazon rainforest by not cutting down trees, and
by helping people find other ways to live and work without hurting the
forest.
Specific Activity #3: Role Play

Prompt: Write notes for student to act out a role play the topic medieval Europe.
Provide setting and contextual information of this scenario. Provide names
and background character information for 3 students. Provide a plot, conflict
and resolution to the role play. Make the scenario age appropriate for Year 7
students.
Output: Setting: A castle in medieval Europe
Context: The year is 1250 and Europe is in the midst of the Middle Ages.
Feudalism, a system of government in which people are given land by a lord
in exchange for loyalty and service, is the dominant form of governance.
Character 1: King Henry

• Background: King Henry is the ruler of a large kingdom in medieval Europe.
He is a fair and just ruler, but is often faced with challenges from other
lords who seek to challenge his authority.
• Age: 35
Character 2: Sir Thomas

• Background: Sir Thomas is a knight who serves King Henry. He is brave
and loyal, and always strives to do what is right.
• Age: 30

Page 25
LESSON USE CASE
#02
ACTIVITIES
Output: Character 3: Lady Catherine

• Background: Lady Catherine is the daughter of a wealthy nobleman. She is
intelligent and ambitious, and seeks to use her status and influence to
make a positive impact on the kingdom.
• Age: 25
Plot:
Sir Thomas has been tasked with defending the kingdom against an invading
army. He has gathered a group of knights to fight alongside him, but they are
outnumbered and outgunned. As they prepare for battle, Lady Catherine
approaches Sir Thomas with a plan to seek help from a neighboring kingdom.
Sir Thomas is hesitant at first, but eventually agrees to consider her plan.
Conflict:
Sir Thomas must decide whether to follow Lady Catherine's plan and seek
help from a neighboring kingdom, or to try and defend the kingdom on their
own. He is torn between his loyalty to King Henry and his desire to do what is
best for the kingdom.
Resolution:
After much discussion and contemplation, Sir Thomas decides to follow Lady
Catherine's plan and seek help from a neighboring kingdom. The plan is
successful, and the invading army is defeated. Sir Thomas and Lady
Catherine are praised for their bravery and ingenuity, and the kingdom is
spared from destruction.

Page 26
USE CASE
#03
COMMUNICATING
WITH PARENTS
PROMPT LIST CHATGPT
COLOUR CODES
Act as a professional teacher and reply to the following [X] Replace

email. Make sure the response is supportive and [X] Optional
empathetic. Provide a solution to the query and provide
actions for further follow-up. As a teacher, be self- KEY
reflective in the response. [copy in parent email,
Primary Prompt
removing information of personal identification]
1. Sub-prompt 1
a. More Info
• Remember that Artificial Intelligence software may i. Support Info
1. Sub-prompt 2
store all information. Ensure that you protect the
2. Sub-prompt 3
identity of all by anonymizing your prompts.
HOW TO USE
Begin by copying
and pasting the
primary prompt in
ChatGPT. To ‘delve
deeper’ into this use
case and generate
‘More Info’ and
desire.

Page 27
COMMUNICATING USE CASE
#03
WITH PARENTS
Prompt: Act as a professional teacher and reply to the following email. Make sure the
response is supportive and empathetic. Provide a solution to the query and
provide actions for further follow-up. As a teacher, be self-reflective in the
response.
Dear John Doe,
I am greatly concerned with regards to my child's recent Mathematics Test

Result of 45%. We have supported her greatly at home and her academic
performance is declining and want to know the reasons behind this. I request
a meeting to discuss this further.
Kind Regards,
Concerned Parent
Output: Dear Concerned Parent,
Thank you for your email and for sharing your concerns about your child's
recent Mathematics test result. As a teacher, it is my responsibility to support
all students in their learning and I am committed to working with you to find
ways to improve your child's performance.
I understand that you and your family have supported your child at home, and
I appreciate your efforts. However, sometimes students can still struggle in
certain subjects even with support at home. It could be that your child is
experiencing difficulty understanding certain concepts, or is having difficulty
with the pacing of the course.
I would be happy to schedule a meeting to discuss this further and to explore

possible strategies for improving your child's performance. In the meantime, I
encourage you to continue supporting your child at home and to encourage
them to ask for help if they need it.
Please let me know a time that works for you to schedule a meeting. I look
forward to working with you to find solutions and support your child's
academic success.
Sincerely,
[Your Name]
Time Taken to Generate Outputs: <1 minute

Page 28
USE CASE
#04
COMMUNICATING
WITH COLLEAGUES
PROMPT LIST CHATGPT
COLOUR CODES
Specific Scenario: Asking Support from Line Manager [X] Replace

Act as a professional teacher and reply to the following [X] Optional
email from my line manager. Respectfully express current
inability to complete the task due to being over capacity KEY
and offer a solution. [copy in email, removing information
Primary Prompt
of personal identification]
1. Sub-prompt 1
a. More Info
Specific Scenario: Asking for Clarification i. Support Info
1. Sub-prompt 2
Act as a professional teacher and reply to the following 2. Sub-prompt 3
email from a colleague. Respectfully ask for clarification on
the email as I do not understand it. [copy in email, removing HOW TO USE
information of personal identification]
Begin by copying
and pasting the
Specific Scenario: Confirming Receipt of a Request primary prompt in
Act as a professional teacher and reply to the following
email from a colleague. Respectfully confirm receipt of the deeper’ into this use
email and advise of the next actions that I will be taking to case and generate
respond to the email. [copy in email, removing information further information,
of personal identification] use ‘Sub-prompts’,
‘More Info’ and
• Remember that Artificial Intelligence software may store ‘Support Info’ as you
all information. Ensure that you protect the identity of all desire.
by anonymizing your prompts.

Page 29
COMMUNICATING #04
USE CASE
WITH COLLEAGUES
Specific Scenario: Asking Support from Line Manager from Request

Prompt: Act as a professional teacher and reply to the following email from my line
manager. Respectfully express current inability to complete the task due to
being over capacity and offer a solution.
Dear John Doe,
As your colleagues are away ill at the moment, can you write the next test
and provide solutions and have a draft ready for me by the day after
tomorrow?
Kind Regards,
Line Manager
Output: Dear Line Manager,
Thank you for reaching out to me regarding the next test. I understand the
urgency of the situation with my colleagues being ill and the need for a test to
be prepared.
However, I am currently at capacity with my current workload and do not

have the capacity to write the test and provide solutions by the day after
tomorrow. I apologize for any inconvenience this may cause.
As an alternative solution, I would suggest that we reach out to one of the

other teachers who may have more availability at this time. Alternatively, we
could postpone the test until my workload has been completed and I am able
to fully dedicate my time and energy to creating a high-quality test.
I hope that one of these options is suitable and please do not hesitate to let
me know if there are any other questions or concerns.
Sincerely,
[Your Name]

Page 30
COMMUNICATING #04
USE CASE
WITH COLLEAGUES
Specific Scenario: Asking for Clarification

Prompt: Act as a professional teacher and reply to the following email from a
colleague. Respectfully ask for clarification on the email as I do not
understand it.
Dear John Doe,
Can you please let me know when I can expect the write up?
Kind Regards,
Colleague
Output: Dear Colleague,
Thank you for your email. I apologize for the inconvenience, but I am not sure
which write up you are referring to. Could you please provide more context or
clarification on what you are expecting from me?
Thank you for your help in clarifying this matter.
Sincerely,
[Your Name]

Page 31
COMMUNICATING #04
USE CASE
WITH COLLEAGUES
Specific Scenario: Confirming Receipt of Request

Prompt: Act as a professional teacher and reply to the following email from a
colleague. Respectfully confirm receipt of the email and advise of the next
actions that I will be taking to respond to the email.
Dear John Doe,
May you please complete the following report for this student who is
currently undergoing a diagnosis for ADHD and return it to me by Thursday?
Kind Regards,
Colleague
Output: Dear Colleague,
Thank you for your email. I can confirm that I have received your request to
complete a report for the student currently undergoing a diagnosis for ADHD.
I will begin working on the report immediately and aim to have it completed
and returned to you by Thursday as requested. If there are any unforeseen
circumstances that may cause a delay, I will make sure to keep you informed.
Thank you for bringing this to my attention.
Sincerely,
[Your Name]

Page 32
USE CASE
#05
WRITING REPORT
COMMENTS
PROMPT LIST CHATGPT
COLOUR CODES
Act as a professional teacher and write a formal academic [X] Replace

report comment for [student name] that is 300 words. [X] Optional
Provide constructive feedback to enhance [student
name]'s overall student experience next semester. KEY
[student name] is referred to as he/him. Do not provide any
Primary Prompt
request for questions. Keep the report response objective
1. Sub-prompt 1
and do not provide any emotional commentary. Write the
a. More Info
report comment in the third person. Write the report i. Support Info
comment in past tense. Notes for the student are provided 1. Sub-prompt 2
below: 2. Sub-prompt 3
[write notes of student achievement this semester. The

HOW TO USE
more information you can provide, the higher the quality
and the number of words of the output] Begin by copying
and pasting the
primary prompt in
• Remember that Artificial Intelligence software may store the prompt list into
all information. Ensure that you protect the identity of all ChatGPT. To ‘delve
by anonymizing your prompts. deeper’ into this use
case and generate
• When you receive the output, paste it into MS Word or further information,
Google Docs and use the “Find and Replace” feature to use ‘Sub-prompts’,
remove all cases of [student name] and replacing it with ‘More Info’ and
the actual name. ‘Support Info’ as you
desire.

Page 33
WRITING REPORT USE CASE
#05
COMMENTS
Input: Act as a professional teacher and write a formal academic report comment
for [student name] that is 300 words. Provide constructive feedback to
enhance [student name]'s overall student experience next semester. [student
name] is referred to as he/him. Do not provide any request for questions.
Keep the report response objective and do not provide any emotional
commentary. Write the report comment in the third person. Write the report
comment in past tense. Notes for the student are provided below:
He has participated in the Swimming Carnival and won 3rd place in the 100m
Freestyle. He is punctual to class but is sometimes reminded to correct his
uniform. He has participated in Service Learning, accruing 55 hours this
Semester. He participates in Co-Curricular in Soccer. He needs to work on his
organisation.
Output: [Student name] has demonstrated a strong commitment to his studies and
extracurricular pursuits during the current semester. He consistently arrived
on time for class and made an effort to correct any uniform issues that arose.
In addition to his academic pursuits, he participated in the Swimming Carnival
and achieved a commendable 3rd place finish in the 100m Freestyle. He also
participated in Service Learning, accruing 55 hours this semester, and was
actively involved in Co-Curricular Soccer.
However, there are a few areas where [student name] can improve in the
coming semester. Specifically, he could focus on improving his organization
skills in order to better manage his time and complete assignments and
projects to the best of his ability. Additionally, it would be beneficial for him to
actively participate in class discussions and volunteer to answer questions, as
this will enhance his own learning experience and contribute to the learning of
his peers.
Overall, [student name] has shown a strong work ethic and dedication to his
studies and extracurricular pursuits. With a continued focus on personal and
academic growth, he has the potential to continue excelling in the coming
semester.

Page 34
USE CASE
#06
DETAILED TOPIC
SUMMARIES
PROMPT LIST CHATGPT
COLOUR CODES
Specific Scenario: Creating a Study Guide [X] Replace
Provide a study outline of the topic [topic]. [X] Optional
1. Expand on point [X] by providing a detailed summary of

KEY
significant terms with definitions and statistics. Write
this in 10 full sentences. Primary Prompt
a. Create flashcards of this in a table format. 1. Sub-prompt 1

a. More Info
b. Rewrite this so that a 5 year old would i. Support Info
understand it. 1. Sub-prompt 2
• Repeat Step 1 with each major topic within the original 2. Sub-prompt 3
study outline output.

HOW TO USE
Specific Scenario: SWOT Analysis Begin by copying

and pasting the
Provide a SWOT analysis of the topic [topic] in a table primary prompt in
format. the prompt list into
• SWOT: Strengths, Weaknesses, Opportunities and
Threats case and generate
‘More Info’ and
desire.

Page 35
DETAILED TOPIC USE CASE
#06
SUMMARIES
Specific Scenario: Create a Study Guide

Input: Provide a study outline of the topic "Cells".
Output: Sure, here is a study outline for the topic "Cells":
I. Introduction to Cells
• Definition of a cell
• History of cell discovery
• Types of cells (prokaryotic vs eukaryotic)
II. Cell Structure and Function

• Cell membrane
• Cytoplasm
• Nucleus and nuclear envelope
• Organelles (ribosomes, mitochondria, endoplasmic reticulum, Golgi
apparatus, lysosomes, peroxisomes)
III. Cell Division

• Mitosis
• Meiosis
IV. Cell Communication

• Cell signaling
• Hormones
• Neurotransmitters
V. Specialized Cells
• Types of specialized cells (muscle cells, nerve cells, etc.)
• Functions of specialized cells
VI. Conclusion
• Recap of key points
• Importance of cells in living organisms
• This outline is just a suggestion and can be modified to fit the needs and
goals of your study.

Page 36
#06
SUMMARIES

Input: Expand on point [2] by providing a detailed summary of significant terms with
definitions and statistics. Write this in 10 full sentences.
Output: Sure, here is a detailed summary of significant terms related to cell structure
and function:
1. The cell membrane, also known as the plasma membrane, is a thin,

flexible barrier that surrounds the cell and separates the intracellular
environment from the extracellular environment. It is made up of a
phospholipid bilayer, which consists of two layers of phospholipid
molecules with their hydrophobic tails facing inward and their hydrophilic
heads facing outward.
2. Cytoplasm is the jelly-like substance found within the cell membrane that
contains all the cell's organelles and structures. It is made up of water,
ions, and organic molecules, and serves as the site of many chemical
reactions within the cell.
3. The nucleus is a large, spherical organelle found in the cytoplasm of
eukaryotic cells. It contains the cell's genetic material, or DNA, and is
separated from the cytoplasm by the nuclear envelope, a double-
membrane structure that allows for the exchange of materials between
the nucleus and the cytoplasm.
4. Ribosomes are small, spherical organelles found in the cytoplasm of both
prokaryotic and eukaryotic cells. They are responsible for synthesizing
proteins from amino acids, using information from the cell's DNA.
5. Mitochondria are organelles found in the cytoplasm of eukaryotic cells
that are responsible for generating the cell's energy. They do this through
the process of cellular respiration, which involves the breakdown of
glucose and the production of ATP (adenosine triphosphate), the cell's
main energy source.
6. The endoplasmic reticulum (ER) is an organelle found in the cytoplasm of
eukaryotic cells that is involved in protein synthesis and the transport of
materials within the cell. There are two types of ER: the smooth
endoplasmic reticulum (SER) and the rough endoplasmic reticulum (RER).
The SER is involved in the synthesis of lipids and hormones, while the RER
is involved in the synthesis and modification of proteins.
7. The Golgi apparatus, also known as the Golgi complex, is an organelle
found in the cytoplasm of eukaryotic cells that is involved in the sorting,
modification, and transport of proteins and lipids. It consists of a stack of
flattened sacs called cisternae, which are connected by vesicles.

Page 37
#06
SUMMARIES

Output: 8. Lysosomes are small, spherical organelles found in the cytoplasm of
eukaryotic cells that contain enzymes responsible for breaking down and
recycling waste materials within the cell.
9. Peroxisomes are small, spherical organelles found in the cytoplasm of
eukaryotic cells that contain enzymes responsible for breaking down
harmful substances, such as alcohol and hydrogen peroxide, and
converting them into harmless substances.
10. Prokaryotic cells are cells that lack a nucleus and other membrane-bound
organelles. They are typically smaller and simpler in structure than
eukaryotic cells, and are found in bacteria and archaea. Eukaryotic cells,
on the other hand, are cells that contain a nucleus and other membrane-
bound organelles. They are typically larger and more complex in structure
than prokaryotic cells, and are found in plants, animals, fungi, and protists.
Input: Rewrite this so that a 5 year old would understand it.
Output: 1. The cell membrane is like a wall around the cell that keeps everything
inside. It is made of special fats that help protect the cell.
2. Cytoplasm is a gooey substance inside the cell that holds all the parts of
the cell. It is made of water, tiny bits called ions, and special chemicals.
3. The nucleus is a big round part in the middle of the cell that has all the
instructions for how the cell should work. It is surrounded by a special
layer called the nuclear envelope.
4. Ribosomes are tiny round parts in the cell that help make proteins from
special building blocks called amino acids. Proteins are needed to keep
the cell healthy.
5. Mitochondria are tiny parts in the cell that help make energy for the cell.
They do this by breaking down food and turning it into a special chemical
called ATP.
6. The endoplasmic reticulum (ER) is a part in the cell that helps make
proteins and move things around inside the cell. There are two types of
ER: the smooth endoplasmic reticulum (SER) and the rough endoplasmic
reticulum (RER). The SER helps make special chemicals called lipids and
hormones, while the RER helps make and change proteins.
7. The Golgi apparatus is a part in the cell that helps sort, change, and move
proteins and special fats called lipids. It is made of lots of flat sacs called
cisternae that are connected by tiny bags called vesicles.
8. Lysosomes are tiny round parts in the cell that have special chemicals that
help break down and recycle waste materials inside the cell.

Page 38
#06
SUMMARIES

Output: 9. Peroxisomes are tiny round parts in the cell that have special chemicals
that help break down harmful substances like alcohol and hydrogen
peroxide and turn them into harmless substances.
10. Prokaryotic cells are cells that don't have a nucleus or other special parts
inside them. They are usually smaller and simpler than eukaryotic cells,
and can be found in bacteria and archaea. Eukaryotic cells, on the other
hand, are cells that have a nucleus and other special parts inside them.
They are usually bigger and more complex than prokaryotic cells, and can
be found in plants, animals, fungi, and protists.
Input: Create flashcards of this in a table format.
Output: Term Definition
Cell A thin, flexible barrier that surrounds the cell and separates
membrane the intracellular environment from the extracellular
environment. It is made up of a phospholipid bilayer, which
consists of two layers of phospholipid molecules with their
hydrophobic tails facing inward and their hydrophilic heads
facing outward.
Cytoplasm The jelly-like substance found within the cell membrane that
contains all the cell's organelles and structures. It is made
up of water, ions, and organic molecules, and serves as the
site of many chemical reactions within the cell.
Nucleus A large, spherical organelle found in the cytoplasm of
eukaryotic cells. It contains the cell's genetic material, or
DNA, and is separated from the cytoplasm by the nuclear
envelope, a double-membrane structure that allows for the
exchange of materials between the nucleus and the
cytoplasm.
Ribosomes Small, spherical organelles found in the cytoplasm of both
prokaryotic and eukaryotic cells. They are responsible for
synthesizing proteins from amino acids, using information
from the cell's DNA.
Mitochondria Small, spherical organelles found in the cytoplasm of both
prokaryotic and eukaryotic cells. They are responsible for
synthesizing proteins from amino acids, using information
from the cell's DNA.

Page 39
#06
SUMMARIES

Output: Term Definition
Endoplasmic An organelle found in the cytoplasm of eukaryotic cells that
reticulum (ER) is involved in protein synthesis and the transport of
materials within the cell. There are two types of ER: the
smooth endoplasmic reticulum (SER) and the rough
endoplasmic reticulum (RER). The SER is involved in the
synthesis of lipids and hormones, while the RER is involved
in the synthesis and modification of proteins.
Golgi An organelle found in the cytoplasm of eukaryotic cells that
apparatus is involved in the sorting, modification, and transport of
proteins and lipids. It consists of a stack of flattened sacs
called cisternae, which are connected by vesicles.
Lysosomes Small, spherical organelles found in the cytoplasm of
eukaryotic cells that contain enzymes responsible for
breaking down and recycling waste materials within the cell.
Peroxisomes Small, spherical organelles found in the cytoplasm of
eukaryotic cells that contain enzymes responsible for
breaking down harmful substances, such as alcohol and
hydrogen peroxide.

Page 40
#06
SUMMARIES
Specific Scenario: SWOT Analysis

Input: Provide a SWOT analysis of inflation in a table format.
Output: Strength Weakness Opportunity Threat
Can stimulate Can reduce Can lead to Can lead to
economic growth purchasing increased higher interest
power exports rates
Can redistribute Can lead to Can lead to Can lead to
wealth wage-price increased decreased
spirals investment borrowing
Can reduce Can lead to
Can lead to
unemployment Can increase decreased
increased
production costs consumer
innovation
confidence
A SWOT analysis is a tool used to identify the strengths, weaknesses,
opportunities, and threats of a particular situation. In this case, the situation is
inflation, which is a sustained increase in the general price level of goods and
services in an economy over a period of time.
The strengths of inflation include its ability to stimulate economic growth,

redistribute wealth, and reduce unemployment. On the other hand, the
weaknesses of inflation include its ability to reduce purchasing power, lead to
wage-price spirals, and increase production costs.
The opportunities presented by inflation include its ability to lead to increased

exports, investment, and innovation. However, the threats of inflation include
its ability to lead to higher interest rates, decreased borrowing, and
decreased consumer confidence.

Page 41
USE CASE
#07
PROFESSIONAL
READING SUMMARIES
PROMPT LIST CHATGPT
COLOUR CODES
Summarise the following information in 10 full sentences. [X] Replace

Include important statistics and relevant examples. [copy [X] Optional
and paste professional reading source]
KEY
SAMPLE OUTPUT CHATGPT Primary Prompt
1. Sub-prompt 1
Please note that many journal articles are for individual use
only or are licensed by your School. Therefore, a sample a. More Info
output for this ChatGPT use has not been provided. As a i. Support Info
reminder, ensure that you are always following copywriting 1. Sub-prompt 2
laws in your country. 2. Sub-prompt 3
OTHER APPLICATION: YOUTUBE CHATGPT

HOW TO USE
One interesting alternative application of this idea is to click on “Show Begin by copying
Transcript” on any YouTube video. You can then copy and paste the and pasting the
full video transcript into ChatGPT and have it summarised using the primary prompt in
same method above. You can then pair this with Use Cases #08-#10 the prompt list into
to generate assessment questions and answers. ChatGPT. To ‘delve
case and generate
‘More Info’ and
desire.

Page 42
USE CASE
#08
CREATING
TEST QUESTIONS
PROMPT LIST CHATGPT
COLOUR CODES
Specific Scenario: Creating Multiple-Choice Questions [X] Replace
Give me [X] complex multiple-choice questions on the topic [X] Optional
[topic]. Each question must assess a different skill of this

topic. Provide at least one question that assesses a KEY
common misunderstanding about this topic. Provide at Primary Prompt
least one question that is a practical application of the 1. Sub-prompt 1
theory of this topic. Make each question have 4 options. a. More Info
i. Support Info
• Refer to Use Case #09 to generate answers.
1. Sub-prompt 2
2. Sub-prompt 3
Specific Scenario: Creating Essay Questions
HOW TO USE
Write me [X] full sentence essay questions on the topic
[topic]. Make each question broad to warrant at least a 500 Begin by copying
word response. Provide at least one question that is a and pasting the
primary prompt in
practical application of the theory of this topic.
• Refer to Use Case #10 to generate answers. ChatGPT. To ‘delve
case and generate
‘More Info’ and
desire.

Page 43
CREATING USE CASE
#08
TEST QUESTIONS
Specific Scenario: Creating Multiple-Choice Questions

Input: Give me 5 complex multiple-choice questions on the topic "stars". Each
question must assess a different skill of this topic. Provide at least one
question that assesses a common misunderstanding about this topic. Provide
at least one question that is a practical application of the theory of this topic.
Make each question have 4 options.
Output: What is the main fuel source for stars?
a) Hydrogen
b) Helium
c) Carbon
d) Oxygen
What is the process by which a star forms from a cloud of gas and dust?
a) Fusion
b) Fission
c) Accretion
d) Inflation
What is the most common type of star in the Milky Way galaxy?
a) Red dwarfs
b) Blue giants
c) Yellow dwarfs
d) White dwarfs
What is the cause of the brightness variations seen in Cepheid variable stars?
a) Changes in surface temperature
b) Pulsations of the star's surface
c) Eclipses by a companion star
d) Precession of the star's axis
A common misunderstanding about stars is that they are all the same size.
This is false because:
a) Stars can vary in size from smaller than the Earth to larger than the solar
system.
b) Stars only come in one size, but they can appear to be different sizes due
to their distance from Earth.
c) Stars are always larger than the Earth, but they can appear to be smaller
due to their distance from Earth.
d) Stars are always smaller than the Earth, but they can appear to be larger
due to their distance from Earth.

Page 44
CREATING USE CASE
#08
TEST QUESTIONS
Specific Scenario: Creating Essay Questions

Input: Write me 5 full sentence essay questions on the topic "Water Cycle". Make
each question broad to warrant at least a 500 word response. Provide at least
one question that is a practical application of the theory of this topic.
Output: 1. How does the water cycle impact global weather patterns and climate?
2. What role do human activities play in the water cycle, and how can we
mitigate their negative impacts?
3. How do different landforms, such as mountains and valleys, affect the
movement of water through the water cycle?
4. What are the potential consequences of a disruption to the water cycle,
and how can we prevent or mitigate them?
5. How can we use the understanding of the water cycle to better manage
and conserve water resources, both locally and globally?

Page 45
USE CASE
#09
MULTIPLE-CHOICE
EXPLANATIONS
PROMPT LIST CHATGPT
COLOUR CODES
Provide the correct answer to the multiple-choice question [X] Replace

below. Explain why it is the correct answer. Explain why [X] Optional
each of the other options are incorrect. Give advice on how
to ensure that no misunderstanding is developed with this KEY
question. [copy and paste multiple-choice question]
Primary Prompt
1. Rewrite the explanation of the correct answer and 1. Sub-prompt 1
explanations of the incorrect answers so that a 5 year a. More Info
old would understand it. i. Support Info
1. Sub-prompt 2
2. Sub-prompt 3
HOW TO USE
Begin by copying
and pasting the
primary prompt in
case and generate
‘More Info’ and
desire.

Page 46
MULTIPLE-CHOICE USE CASE
#09
EXPLANATIONS
Input: Provide the correct answer to the multiple-choice question below. Explain
why it is the correct answer. Explain why each of the other options are
incorrect. Give advice on how to ensure that no misunderstanding is
developed with this question.
One characteristic of lipids is:

a) They dissolve well in water.
b) They are usually non-polar.
c) They usually form hydrogen bonds with each other.
d) They contain only carbon and no other element.
Output: The correct answer is B. They are usually non-polar.
Lipids are a group of organic molecules that are hydrophobic, meaning they
do not dissolve well in water. This is due to their non-polar nature, meaning
they do not have positive or negative charges and therefore do not interact
well with polar molecules such as water.
Option A is incorrect because lipids do not dissolve well in water.

Option C is incorrect because lipids do not usually form hydrogen bonds with
each other. Hydrogen bonds are a type of chemical bond that involves the
attraction between a hydrogen atom and a highly electronegative atom, such
as oxygen or nitrogen. Lipids do not contain these types of atoms, so they do
not form hydrogen bonds.
Option D is incorrect because lipids can contain other elements besides
carbon. For example, some lipids contain sulfur, phosphorus, or nitrogen.
To ensure that no misunderstanding is developed with this question, it is

important to understand the characteristics of different types of
biomolecules, such as lipids, and to be able to differentiate between polar
and non-polar molecules. It is also important to understand the different
types of chemical bonds that can occur between biomolecules, such as
hydrogen bonds and covalent bonds.

Page 47
MULTIPLE-CHOICE USE CASE
#09
EXPLANATIONS
Input: Rewrite the explanation of the correct answer and explanations of the
incorrect answers so that a 5 year old would understand it.
Output: The correct answer is B. They are usually non-polar.
Lipids are special molecules that do not mix with water. This is because they
do not have positive or negative parts, so they do not want to be near water
molecules which do have positive and negative parts.
Option A is wrong because lipids do not mix with water.

Option C is wrong because lipids do not have special parts that can connect
to each other using a bond called a hydrogen bond.
Option D is wrong because lipids can have other types of atoms besides
carbon in them.
To make sure we understand the question, it's important to know about

different types of molecules and how they interact with each other. It's also
important to know about the special bonds that can form between molecules.

Page 48
USE CASE
#10
SAMPLE
ESSAYS
PROMPT LIST CHATGPT
COLOUR CODES
Provide an essay outline of the question [question]. [X] Replace
• Write an Introduction for this essay in one paragraph. [X] Optional

Make the first sentence an intriguing opening hook to gain
the reader's attention. Provide a clear thesis statement KEY
that outlines the main argument. Provide relevant Primary Prompt
background information that the reader needs to know. 1. Sub-prompt 1
Write in a professional tone. Write in the third person. a. More Info
• Write a body paragraph for this essay on topic [X]. Make it i. Support Info
1. Sub-prompt 2
one paragraph. Use an opening transition word to link to
2. Sub-prompt 3
the previous body paragraph. Use the PEEL writing
method to structure the sentences. Use more than one
HOW TO USE
relevant example to reinforce the thesis statement.
Begin by copying
Explain the impact of these examples to infer new
and pasting the
meaning for the reader and make a convincing argument.
primary prompt in
Link this paragraph back to the thesis statement. Use the prompt list into
advanced vocabulary. ChatGPT. To ‘delve
• Write the conclusion for this essay in one paragraph. Use deeper’ into this use
case and generate
advanced vocabulary. Recap the main arguments from
each of the body paragraphs. Link the paragraph back to use ‘Sub-prompts’,
the thesis statement. Make the last sentence an intriguing ‘More Info’ and
closing statement that summarises the main argument. ‘Support Info’ as you
desire.

Page 49
SAMPLE
USE CASE
#10
ESSAYS
Input: Provide an essay outline of the question "Analyse how language patterns are
used to create meaning in the novel, ‘The Lord of the Flies’ by William
Golding”.
Output: I. Introduction
Brief overview of the novel "The Lord of the Flies" by William Golding
Thesis statement outlining the focus of the essay: an analysis of how
language patterns are used to create meaning in the novel
II. The use of repetition and alliteration to emphasize key themes and ideas
Examples of repetition and alliteration in the novel, such as the repeated use
of the phrase "the beast" to emphasize the fear and paranoia among the boys
How these language patterns serve to underscore the themes of fear, power
dynamics, and the loss of civilization
III. The use of figurative language to convey emotion and atmosphere

Examples of figurative language in the novel, such as the use of metaphors to
describe the island and the boys' experiences on it
How these language patterns help to convey the sense of isolation, despair,
and violence that the boys experience
IV. The use of symbolism to reinforce the themes of the novel

Examples of symbolism in the novel, such as the conch shell and the "beast"
How these symbols serve to represent larger ideas, such as the loss of order
and the dangers of mob mentality
V. Conclusion
Recap of the main points of the essay and the significance of language
patterns in creating meaning in the novel
The impact of these language patterns on the overall themes and message of
the novel

Page 50
SAMPLE
USE CASE
#10
ESSAYS
Input: [use all three essay writing prompts from the prompt list to create essay]
Output: In the novel "The Lord of the Flies," William Golding uses a variety of language
patterns to create meaning and convey the themes of the story. From
repetition and alliteration to figurative language and symbolism, Golding
employs these techniques to paint a vivid and immersive portrait of the
experiences of a group of boys stranded on a deserted island. Through these
language patterns, Golding explores ideas of fear, power dynamics, and the
loss of civilization, ultimately offering a commentary on the fragility of society
and the dangers of mob mentality. The purpose of this essay is to analyze
how language patterns are used to create meaning in "The Lord of the Flies,"
examining the ways in which they contribute to the overall themes and
message of the novel.
Firstly, Golding employs repetition and alliteration as language patterns to

emphasize key themes and ideas throughout "The Lord of the Flies." For
instance, the phrase "the beast" is repeated numerous times throughout the
novel as a means of conveying the fear and paranoia that grips the boys as
they struggle to survive on the island. This repetition serves to underscore
the theme of fear and the dangers that lurk within the unknown. Additionally,
the alliterative phrase "pig's head on a stick" is used to describe the
gruesome offering made to the "beast," emphasizing the primal and savage
nature of the boys as they succumb to their primal instincts. These examples
of repetition and alliteration serve to reinforce the themes of fear and the loss
of civilization, highlighting the ways in which the boys' language patterns
reflect their descent into savagery. In this way, Golding uses these language
patterns to create meaning and convey the larger themes of the novel.
Moreover, Golding makes use of figurative language as a means of conveying

emotion and atmosphere in "The Lord of the Flies." For example, the island is
frequently described using metaphors that convey a sense of isolation and
danger, such as "the island was coral, pink flesh" and "the jungle was a world
of green." These metaphors serve to convey the sense of isolation and
danger that the boys experience as they struggle to survive on the island.
Similarly, the boys' experiences on the island are often described using vivid
and emotive language, such as "the savages' dance of victory" and "the scar
smashed by the weight of a stampeding animal." These examples of
figurative language help to convey the sense of despair, violence, and
hopelessness that the boys feel as they struggle to maintain their civilized
ways. By using figurative language in this way, Golding creates meaning and
atmosphere that helps to convey the larger themes of the novel.

Page 51
SAMPLE
USE CASE
#10
ESSAYS
Output: Additionally, Golding employs symbolism as a means of reinforcing the

themes of "The Lord of the Flies." One prominent example of symbolism in
the novel is the conch shell, which is used as a symbol of order and
civilization. The boys initially use the conch as a means of calling meetings
and maintaining a sense of structure, but as the novel progresses and their
society begins to break down, the conch becomes shattered and ultimately
discarded, symbolizing the loss of order and the boys' descent into savagery.
Another significant symbol in the novel is the "beast," which serves as a
representation of the fear and paranoia that grip the boys as they struggle to
survive on the island. The "beast" is ultimately revealed to be a dead pilot, but
the fear and mistrust that it inspires among the boys serves as a symbol of
the dangers of mob mentality and the consequences of succumbing to primal
instincts. By using symbols in this way, Golding reinforces the themes of the
novel and helps to convey the larger ideas that he is exploring.
In conclusion, "The Lord of the Flies" by William Golding employs a variety of

language patterns to create meaning and convey the themes of the novel.
From repetition and alliteration to figurative language and symbolism, Golding
uses these techniques to explore ideas of fear, power dynamics, and the loss
of civilization. These language patterns serve to underscore the larger
themes of the novel and help to paint a vivid and immersive portrait of the
experiences of the boys on the deserted island. Ultimately, the use of
language patterns in "The Lord of the Flies" serves to reinforce the message
of the novel, which is a commentary on the fragility of society and the
dangers of mob mentality. It is clear that Golding's use of language patterns is
a vital aspect of the novel and helps to create meaning and depth for the
reader.

Page 52
USE CASE
#11
MARK EXTENDED
RESPONSES
PROMPT LIST CHATGPT
COLOUR CODES
Give this response to the question a mark out of [total [X] Replace
marks] using the marking key. [X] Optional
Question: [insert question]
Marking key: [insert marking key, breaking down each KEY
criteria into marks] Primary Prompt
Response: [insert response to be marked] 1. Sub-prompt 1

a. More Info
1. How can this response be improved and provide an i. Support Info
exemplar answer worth full marks. 1. Sub-prompt 2
• Remember that Artificial Intelligence software may store 2. Sub-prompt 3
all information. Ensure that you protect the identity of all

by anonymizing your prompts. HOW TO USE
• Use Big Speak (bigspeak.ai) to convert this feedback to Begin by copying

and pasting the
audio files for your students.
primary prompt in
case and generate
‘More Info’ and
desire.

Page 53
MARK EXTENDED USE CASE
#11
RESPONSES
Input: Give this response to the question a mark out of 4 using the marking key.
Question:
Explain what is meant by the term ‘Globalisation’ and discuss how one factor
has influenced the extent of it over time. (4 marks)
Marking Key:
4 marks:
• Demonstrates a thorough and acute understanding of the question
• A careful range of textual detail is chosen, and topic terminology is used in
a sophisticated and correct manner.
3 marks:
• Clearly demonstrates understanding of the question
• Chooses a variety of pertinent textual details
• Employs subject terminology in a clear and accurate manner.
2 marks:
• Displays some subject terminology awareness
• Picks some pertinent textual information
• Uses some topic terminology, mostly correctly.
1 mark:
• Displays a basic understanding of language
• Chooses a basic reference or textual detail
• Employs a basic but occasionally inappropriate usage of subject
terminology
Response:
Globalisation is the process of increasing interconnectedness and

interdependence among countries around the world. The liberalisation of
trade markets, or the reduction of restrictions and barriers on trade between
countries, was a key factor in the development of globalisation. This began
shortly after the end of World War II in 1945. To facilitate this process, several
organisations were established by the United Nations, including the General
Agreement on Tariffs and Trade (GATT) in 1947, the International Monetary
Fund (IMF) in 1945, and the World Bank in 1944.

Page 54
#11
RESPONSES
Output: I would give this response a 3 out of 4. The response demonstrates a clear
understanding of the question and uses subject terminology in a clear and
accurate manner. However, it only chooses one pertinent textual detail and
could have included more information on how this factor has influenced the
extent of globalisation over time.
Input: How can this response be improved and provide an exemplar answer worth
full marks.
Output: To improve this response and achieve full marks, it could be expanded to
include a more thorough discussion of how the liberalisation of trade markets
has influenced the extent of globalisation over time. This could include
information on how trade liberalisation has led to an increase in cross-border
trade and investment, and how it has facilitated the movement of people,
ideas, and cultures around the world. The response could also mention any
challenges or negative impacts of trade liberalisation, and how these have
been addressed.
Exemplar answer:
Globalisation refers to the increasing interconnectedness and

interdependence of countries around the world through the exchange of
goods, services, ideas, and cultures. One factor that has significantly
influenced the extent of globalisation over time is the liberalisation of trade
markets, or the reduction of restrictions and barriers on trade between
countries.
The liberalisation of trade markets began shortly after the end of World War II
in 1945, when several organisations were established by the United Nations
to facilitate this process. These included the General Agreement on Tariffs
and Trade (GATT) in 1947, the International Monetary Fund (IMF) in 1945, and
the World Bank in 1944. The goal of these organisations was to promote
international trade and cooperation by reducing tariffs, quotas, and other
barriers to trade.

Page 55
#11
RESPONSES
Output: As trade barriers have been reduced, cross-border trade and investment
have increased significantly. This has led to the growth of multinational
corporations and the development of global supply chains, as companies
have been able to access new markets and sources of raw materials. The
liberalisation of trade markets has also facilitated the movement of people,
ideas, and cultures around the world, as individuals have been able to travel
more easily and exchange information and knowledge through advances in
technology and communication.
However, the liberalisation of trade markets has not been without its
challenges and negative impacts. Some argue that it has led to the
exploitation of workers and the degradation of the environment, as
companies have been able to relocate production to countries with lower
labour and environmental standards. Others have argued that it has
contributed to income inequality and the loss of jobs in developed countries
as companies have been able to outsource production to cheaper labour
markets. These challenges have led to calls for better regulation and policies
to address these issues.
Overall, the liberalisation of trade markets has had a significant impact on the
extent of globalisation over time, leading to increased cross-border trade and
investment, the growth of multinational corporations, and the movement of
people, ideas, and cultures around the world. While there have been
challenges and negative impacts, efforts have been made to address these
through better regulation and policies.

Page 56
USE CASE
#12
GIVE STUDENT
FEEDBACK
PROMPT LIST CHATGPT
COLOUR CODES
Provide an outline of constructive feedback to the following [X] Replace

student response on the question [insert question]. Give an [X] Optional
outline of feedback on the following areas: level of
complexity, correctness of grammar, clarity of response, KEY
correctness of information and strength of argument.
Primary Prompt
[copy and paste job student response] 1. Sub-prompt 1
1. Expand on each of these points. Provide one area of a. More Info
strength that was demonstrated. Provide an example i. Support Info
1. Sub-prompt 2
from the student's response and providing a
2. Sub-prompt 3
recommendation on how to improve it. Provide a
practical example of how the student can improve their
HOW TO USE
response in the future.
Begin by copying
2. Provide a summary of this feedback for the student. and pasting the
3. Provide 3 targeted questions to ask the student to reflect primary prompt in
deeper on choices made in constructing the response. the prompt list into
Offer 3 specific strategies and resources that the student
can use to improve their writing in the future.
case and generate
• Remember that Artificial Intelligence software may store further information,
all information. Ensure that you protect the identity of all use ‘Sub-prompts’,
‘More Info’ and
by anonymizing your prompts.
• Use Big Speak (bigspeak.ai) to convert this feedback to desire.
audio files for your students.

Page 57
GIVE STUDENT USE CASE
#12
FEEDBACK
Input: Provide an outline of constructive feedback to the following student response

on the question "Write a persuasive essay on the impact of cloning humans".
Give an outline of feedback on the following areas: level of complexity,
correctness of grammar, clarity of response, correctness of information and
strength of argument. [student response omitted for privacy reasons]
Output: Constructive feedback:
• Level of complexity: The response is at a basic level of complexity and
could benefit from further elaboration on the arguments presented.
• Correctness of grammar: There are a few grammatical errors present in the
response, such as the use of "cloned ones" instead of "clones" and the
incorrect use of "after worked on seriously" instead of "after it is worked on
seriously".
• Clarity of response: The response is somewhat clear, but could benefit
from more specific examples and explanations to support the arguments.
• Correctness of information: The information presented in the response is
generally correct, but could benefit from citing sources for the claims made
about the impact of cloning on illnesses and the potential for increasing
cognitive potential and talents in children.
• Strength of argument: The arguments presented in the response are not
fully developed and could benefit from further explanation and evidence to
support the claims made. The conclusion of the response is also somewhat
weak and could benefit from a more definitive statement on the potential
benefits of cloning.
Input: Expand on each of these points. Provide one area of strength that was
demonstrated. Provide an example from the student's response and providing
a recommendation on how to improve it. Provide a practical example of how
the student can improve their response in the future.
Output: • Level of complexity: The response is at a basic level of complexity and
could benefit from further elaboration on the arguments presented. One
area of strength demonstrated in the response is the use of examples to
illustrate the points made, such as the example of leukemia as a disease
that could potentially be treated with cloning technology. To improve the
level of complexity, the student could provide more specific details and
explanations for their arguments. For example, instead of simply stating
that cloning technology can be used to treat illnesses, the student could
explain how the cloning process works and how it can specifically be
applied to the treatment of certain diseases. In the future, the student can
improve their response by doing more research on the topic and
considering a wider range of arguments and counterarguments.

Page 58
#12
FEEDBACK
Output: • Correctness of grammar: There are a few grammatical errors present in the
response, such as the use of "cloned ones" instead of "clones" and the
incorrect use of "after worked on seriously" instead of "after it is worked on
seriously". One area of strength demonstrated in the response is the use of
clear and concise language, which helps to convey the main points
effectively. To improve the grammar in the response, the student could
review the correct use of singular and plural nouns, as well as the correct
use of verb tense. In the future, the student can improve their response by
proofreading their work for grammatical errors and seeking feedback from
a tutor or peer on their writing.
• Clarity of response: The response is somewhat clear, but could benefit
from more specific examples and explanations to support the arguments.
One area of strength demonstrated in the response is the use of clear and
concise language, which helps to convey the main points effectively. To
improve the clarity of the response, the student could provide more
specific details and examples to support their arguments. For example,
instead of simply stating that cloning technology can be used to treat
illnesses, the student could provide specific examples of how it has been
used to treat specific diseases and the success rate of such treatments. In
the future, the student can improve their response by planning and
organizing their ideas more effectively before writing, and by including
concrete examples to support their arguments.
• Correctness of information: The information presented in the response is
generally correct, but could benefit from citing sources for the claims made
about the impact of cloning on illnesses and the potential for increasing
cognitive potential and talents in children. One area of strength
demonstrated in the response is the use of relevant and specific examples
to illustrate the points made, such as the example of leukemia as a disease
that could potentially be treated with cloning technology. To improve the
correctness of the information in the response, the student could include
citations for their claims and provide more detailed explanations for the
impact of cloning on illnesses and cognitive potential in children. In the
future, the student can improve their response by doing more research on
the topic and including credible sources to support their arguments.

Page 59
#12
FEEDBACK
Output: • Strength of argument: The arguments presented in the response are not
fully developed and could benefit from further explanation and evidence to
support the claims made. The conclusion of the response is also somewhat
weak and could benefit from a more definitive statement on the potential
benefits of cloning. One area of strength demonstrated in the response is
the use of specific examples to illustrate the points made, such as the
example of leukemia as a disease that could potentially be treated with
cloning technology. To improve the strength of the argument in the
response, the student could provide more evidence and explanation to
support their claims, and consider counterarguments to strengthen their
position. In the future, the student can improve their response by doing
more research on the topic and considering a wider range of arguments
and counterarguments.
Input: Provide a summary of this feedback for the student.
Output: Overall, the student's response on the impact of cloning humans shows some
potential, but could benefit from further elaboration and evidence to support
their arguments. The response could also be improved by addressing
potential counterarguments and by citing sources for the claims made. In
order to improve their response in the future, the student should consider
doing more research on the topic, organizing their ideas more effectively, and
including concrete examples and evidence to support their arguments.
Additionally, the student should take care to proofread their work for
grammatical errors and seek feedback from a tutor or peer on their writing.
Input: Provide 3 targeted questions to ask the student to reflect deeper on choices
made in constructing the response. Offer 3 specific strategies and resources
that the student can use to improve their writing in the future.
Output: 1. Why did you choose to focus on the potential benefits of cloning rather
than the potential risks or ethical concerns? How did you consider these
other perspectives in constructing your response?
2. How did you gather the information used in your response? Could you
provide more detailed explanations and examples to support your
arguments?
3. What was your overall goal in writing this response? How well do you think
you achieved this goal and what could you do differently in the future to
more effectively convey your perspective?

Page 60
#12
FEEDBACK
Output: To improve their writing in the future, the student can try the following
strategies and resources:
• Review the writing process and use pre-writing techniques such as
brainstorming and outlining to organize their ideas before writing.
• Seek feedback from a tutor or peer on their writing, and use this feedback
to revise and improve their work.
• Use online resources such as grammar checkers and writing guides to
improve their grammar and writing style.

Page 61
USE CASE
#13
WRITING A
COVER LETTER
PROMPT LIST CHATGPT
COLOUR CODES
Act as a professional teacher and write a formal cover [X] Replace

letter. Write the cover letter addressed to the principal, [X] Optional
[principal name]. Make the tone professional and
energetic. Make sure the cover letter consistently KEY
references the details of the following job description:
Primary Prompt
[copy and paste job description] 1. Sub-prompt 1
Write supporting evidence by referring to key a. More Info
achievements in my work experience below: i. Support Info
1. Sub-prompt 2
[copy and paste your work experience] 2. Sub-prompt 3
• Remember that Artificial Intelligence software may store
all information. Ensure that you protect the identity of all HOW TO USE
by anonymizing your prompts. Begin by copying
• You can tweak the output response by adding the and pasting the
following as examples: “add a commitment to working primary prompt in
professionally in a child-safe organisation”, “reference
more of my achievements by including facts and deeper’ into this use
statistics”, “include practical examples of my teaching case and generate
practice”, “mention that I support the school’s values of X further information,
and Y” etc. use ‘Sub-prompts’,
‘More Info’ and
desire.

Page 62
WRITING A USE CASE
#13
COVER LETTER
Input: Act as a professional teacher and write a formal cover letter. Write the cover
letter addressed to the principal, [principal name]. Make the tone professional
and energetic. Make sure the cover letter consistently references the details
of the following job description: [omitted for privacy reasons]
Write supporting evidence by referring to key achievements in my work
experience below: [omitted for privacy reasons]
Output: Dear [Principal name],
I am writing to express my enthusiasm for the mathematics teaching position

at [School name]. As a highly qualified and accomplished teacher, I believe I
am the ideal candidate for this role.
I have a strong background in mathematics and education, with a bachelor's

degree in mathematics and a master's degree in education. I have been
teaching mathematics for the past ten years, and have consistently achieved
excellent results with my students. In my previous position, I was able to raise
the average test scores in my classes by 20% over the course of one year,
and received numerous accolades for my innovative and effective teaching
methods.
I am committed to working professionally in a child-safe school and have

completed all necessary training in this area. I am also strongly aligned with
the values of Respect and Wisdom at [School name], and strive to incorporate
these values into my teaching on a daily basis. For example, I consistently
model respectful behavior in my interactions with students, and encourage
them to think critically and creatively in order to develop their own wisdom.
In addition to my strong academic qualifications, I am also an energetic and

dedicated teacher who is passionate about helping students succeed. I have
a track record of developing engaging and interactive lessons that keep
students motivated and engaged. For example, in my current position, I have
implemented a number of hands-on activities and interactive games that
have proven to be highly effective in helping students understand complex
mathematical concepts.

Page 63
WRITING A USE CASE
#13
COVER LETTER
Output: I believe that my combination of qualifications, experience, and dedication

make me the perfect fit for the mathematics teaching position at [School
name]. I am excited at the opportunity to contribute to the success of the
school and to help students reach their full potential.
Thank you for considering my application. I am eager to learn more about this
opportunity and hope to hear from you soon.
Sincerely,
[Your Name]

Page 64
USE CASE
#13
BONUS: ENGAGING
IMAGE CREATION
PROMPT LIST DALL•E 2
To use DALL•E 2, enter a prompt sourced from your imagination on what you
want to create. To assist you in having the AI generate the exact image you have
in mind, use the following key terms to adjust the output of the AI response.
Remember that all images fall under two categories: Photography or Illustration.
Category Key Terms to Adjust AI Output

Emotions • Positive/Negative Mood OR High/Low Energy
Style • Post-Apocalyptic/Gothic/Fantasy/Sci-fi/Futuristic/Organic
Photography
Camera Proximity • Extreme Close-Up/Close-Up/Medium Shot/Long Shot

Camera Position • Birds-Eye View/Over-Shoulder Shot/Low Angle/Overhead
Camera Lenses • Fast Shutter Speed/Slow Shutter Speed/Motion Blur/Fish-Eye
Lighting • Dusk/Sunset/Sunrise/Dark Shadows/Warm/Cold
• Stencil/Ballpoint Pen/Pencil Sketch/Charcoal Sketch
• Colouring-In Sheet/Political Cartoon/Crayon/Child’s Drawing
• Acrylic on Canvas/Watercolor/Coloured Pencil/Oil Painting
Art Medium • Pastels/Vector Art/Screen Printing/Sticker Illustration
Illustration
• Digital Painting/Low Poly/Layered Paper/Storybook

• Patent Drawing/Scientific Diagram/Blueprint
• Isometric 3D/3D Render/Claymation/Animation/Felt Pieces
• Cave paintings/Ancient Egyptian Mural/Roman Mosaic
• Renaissance Painting/Art Nouveau/Realism/Impressionism
Art History
• Art Deco/Abstract Expressionism/Cubism/Surrealism
• Pop Art/Street Art/Street Photography
• As a reminder, ensure that you are always following copywriting laws in your country.
Some prompts entered into DALL•E 2 may potentially be in violation of these laws.

Page 65
BONUS: ENGAGING
USE CASE
#13
IMAGE CREATION
100%
SAMPLE OUTPUT DALL•E 2 Original
Images!
SAMPLE USE #1
• Prompt: Medieval knight in front of castle in
medieval Europe
• Practical Use: Place on a PowerPoint slide
as a lesson starter to introduce unit of study
of medieval Europe
• Pair with ChatGPT: Generate a story of a
knight in medieval Europe to draw student
attention and build excitement of the topic.
SAMPLE USE #2
• Prompt: photorealistic, abandoned tv news
studio master control room, empty coffee
cups litter the desk and floor, swivel chair
• Practical Use: Inspiration for an English
assessment to create a creative text.
• Pair with ChatGPT: Generate a series of
questions to pair with the image for students
to create a creative text.
SAMPLE USE #3
• Prompt: Venetian Mask
• Practical Use: Inspiration for an Art class to
create masks as part of an art project.
• Pair with ChatGPT: Generate background
information on Venetian Masks; their use,
purpose and design style. Provide students
with this contextual information.

Page 66
MAKE TEACHING
QUICK EASIER WITH

ARTIFICIAL
REFERENCE
INTELLIGENCE
ARTIFICIAL INTELLIGENCE USE CASES

Lesson Plans Write a lesson plan for year [year level] students on the [subject] topic of [topic].
Based on Bloom's Taxonomy, provide an activity for each category (remember, understand, apply,
analyse, evaluate and create) on the topic [topic] for Year [year level] students. Provide
instructions for students on how the activity needs to be completed. OR Give 5 debate topics on
[topic] that have an affirmative and a negative perspective. OR Write a fictional case study on the
Lesson
topic [topic] for Year [year level] students to analyse. Include facts and statistics for this case
Activities study. OR Write notes for student to act out a role play the topic [topic]. Provide setting and
contextual information of this scenario. Provide names and background character information for
[X] students. Provide a plot, conflict and resolution to the role play. Make the scenario age
appropriate for Year [year level] students.
Act as a professional teacher and reply to the following email. Make sure the response is
Communicating
supportive and empathetic. Provide a solution to the query and provide actions for further follow-
with Parents up. As a teacher, be self-reflective in the response. [copy in parent email, remove personal ID]
Respectfully express current inability to complete the task due to being over capacity and offer a
solution. [copy in email, removing information of personal identification] OR Act as a professional
teacher and reply to the following email from a colleague. Respectfully ask for clarification on the
Communicating
email as I do not understand it. [copy in email, removing information of personal identification] OR
with Colleagues Act as a professional teacher and reply to the following email from a colleague. Respectfully
confirm receipt of the email and advise of the next actions that I will be taking to respond to the
email. [copy in email, removing information of personal identification]
Act as a professional teacher and write a formal academic report comment for [student name] that
is 300 words. Provide constructive feedback to enhance [student name]'s overall student
experience next semester. [student name] is referred to as he/him. Do not provide any request for
Writing Report
questions. Keep the report response objective and do not provide any emotional commentary.
Comments Write the report comment in the third person. Write the report comment in past tense. Notes for
the student are provided below: [write notes of student achievement this semester. The more
information you can provide, the higher the quality and the number of words of the output]
Topic Summary Provide a study outline of the topic [topic]. OR Provide a SWOT analysis of the topic [topic].
Prof. Reading Summarise the following information in 10 full sentences. Include important statistics and relevant
Summary examples. [copy and paste professional reading source]
Give me [X] complex multiple-choice questions on the topic [topic]. Each question must assess a
different skill of this topic. Provide at least one question that assesses a common
Creating Test misunderstanding about this topic. Provide at least one question that is a practical application of
Questions the theory of this topic. Make each question have 4 options. OR Write me [X] full sentence essay
questions on the topic [topic]. Make each question broad to warrant at least a 500 word response.
Provide at least 1 question that is a practical application of the theory of this topic.
Provide the correct answer to the multiple-choice question below. Explain why it is the correct
Multiple-Choice
answer. Explain why each of the other options are incorrect. Give advice on how to ensure that no
Explanations misunderstanding is developed with this question. [copy and paste multiple-choice question]
Sample Essays Provide an essay outline of the question [question].
Mark Ext. Resp. Give this response to the question a mark out of [total marks] using the marking key.
Provide an outline of constructive feedback to the following student response on the question
Give Student [insert question]. Give an outline of feedback on the following areas: level of complexity,
Feedback correctness of grammar, clarity of response, correctness of information and strength of argument.
[copy and paste job student response]
Act as a professional teacher and write a formal cover letter. Write the cover letter addressed to
the principal, [principal name]. Make the tone professional and energetic. Make sure the cover
Writing a
letter consistently references the details of the following job description: [copy and paste job
Cover Letter description] Write supporting evidence by referring to key achievements in my work experience
below: [copy and paste your work experience]
MAKE TEACHING
EASIER WITH
ARTIFICIAL
INTELLIGENCE
PART TWO
ADJUSTING
PEDAGOGY FOR
STUDENT USE
ADJUSTING PEDAGOGY
FOR STUDENT USE
WHY AI PLAGIARISM DETECTION WON’T WORK

ChatGPT produces 100% original content when analysed in common plagiarism checkers.
In the below example, I have copied and pasted the Sample Essay on Lord of the Flies
(page 51) into a Plagiarism Checker. It revealed that 5% of the work is plagiarised and
hence would be accepted as an original piece of work:
Screenshot from Grammarly.com
Websites such as GPT-2 Output Detector (https://huggingface.co/openai-detector/) can

be used by teachers to check originality of work. It may be falsely promising to see that it
can be certain with 93% accuracy that AI wrote this essay:
Screenshot from Huggingface.co/openai-detector

Page 69
ADJUSTING PEDAGOGY
FOR STUDENT USE
WHY AI PLAGIARISM DETECTION WON’T WORK

However, websites such as Jasper.ai, Writesonic.com and Copy.ai have their own
functionality similar to ChatGPT to produce written essays. These websites even have
the ability to rewrite ChatGPT outputs to bypass AI plagiarism detection. When the Lord
of the Flies essay is placed into one of these alternative websites to be rewritten and run
back through the AI plagiarism checker, it produces this:
Screenshot from Huggingface.co/openai-detector
… a 99.97% real human essay.
Assuming that the number of AI services over time will increase at a rate that far
outweighs AI plagiarism detection, then true AI detection can never be achieved. This is
especially true when copying and pasting bodies of text between services will be to
dominant method of bypassing AI detection. Additionally, whilst the quality of AI outputs
may be low, it is also reasonable to assume that this will improve over time, making it
more difficult to detect.
So, what’s the conclusion?

The conclusion is that AI plagiarism detection will likely never work. Therefore, rethinking
how we assess students is required.

Page 70
ADJUSTING PEDAGOGY
FOR STUDENT USE
HOW WE CAN ADJUST PEDAGOGY FOR STUDENT USE
With a wealth of knowledge at our students’

fingertips, this is an exciting opportunity to
rethink and pivot how we teach and assess
students’ learning. With reference to Bloom’s
Create
Revised Taxonomy (2001), there is now an
opportunity to use AI in the classroom for Evaluate
students to answer complex questions more Analyse
frequently. Apply
Perhaps, there is an additional skill that the rise Understand

of AI will require of our students, and it is based Remember
on the idea that the quality of an AI’s output is Bloom’s Revised Taxonomy (2001)
only as potent as the quality of an AI’s input. Anderson, Lorin W., and David R. Krathwohl, eds. 2001.
A Taxonomy for Learning, Teaching, and Assessing:
Hence, the new skill we should also be teaching A Revision of Bloom's Taxonomy of Educational
Objectives. New York: Addison Wesley Longman, Inc.
our students is clear questioning methods.
My Current Advice for Adjusting Pedagogy with AI:

• Use Artificial Intelligence to generate topic notes, practice questions, exemplar
answers for student use.
• Shift your approach to teaching and learning away from measuring retention of
knowledge, and towards what students can do with this knowledge.
• For example, facilitate in-class discussions/debates/role plays more often.
• Avoid summative assessments that contribute to a student's academic grade that
involve take-home tests (including multiple-choice and extended responses) or take-
home assignments.
• Instead, focus on in-class assignments to continue to measure understanding, creative
application and critical thinking of theoretical concepts.
• Stay up-to-date with the latest academic research and educational policy within your
country.

Page 71
MAKE TEACHING
EASIER WITH
ARTIFICIAL
INTELLIGENCE
PART THREE
THE FUTURE:
CLASSROOMS
WITH AI
THE FUTURE:
CLASSROOMS WITH AI
FUTURE PLANNING AND PREPARATION: AN OPINION
Artificial Intelligence (AI) will be the most significant paradigm shift we will experience
in our lifetime. It will challenge our conventional thinking on what it means to educate a
child. It is reasonable to assume that AI will someday create compelling essays,
masterpieces of original creative work, and beautiful, inspired artwork. Moreover, it will
make this and more consistently and in a way that is undifferentiable from the output
of a human. Hence, AI challenges the very premise of education: to give us knowledge
of our place in the world and the skills we need to work in it effectively.
Some of the ways that AI may impact teaching and learning are:
1. Automation of certain tasks and jobs: As AI becomes more advanced, it may be

able to take over certain tasks or jobs that currently require human skills and
knowledge. This could potentially change the way we think about the importance
of certain subjects or skills in education, as students may no longer need to learn
certain things in order to be competitive in the job market.
2. Personalised learning: AI may be able to tailor education to the needs and interests
of individual students, providing customised learning experiences that are more
effective and engaging. This could potentially shift the focus of education from a
one-size-fits-all approach to a more personalised and individualised approach.
3. Blended learning: AI may be able to augment traditional teaching methods by
providing additional support or resources to students. For example, AI-powered
tutors or assistants may be able to provide additional help to students who are
struggling. Alternatively, AI-powered learning tools may be able to provide
interactive, engaging experiences that supplement traditional classroom
instruction.
Overall, AI will likely have a significant impact on education in the future, and it will be
crucial for teachers to consider how to adapt to these changes in order to ensure that
students are prepared for the challenges and opportunities of the 21st century.
It’s most certainly exciting times ahead!

Page 73
Make teaching easier with artificial
intelligence: Course companion
A digital course by Anthony Bochrinis
© Classdoor® 2023 • Classdoor.com.au

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AI Lesson Plan

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Course

A digital course by Anthony Bochrinis

This course companion includes an overview of AI technology

By leveraging the capabilities of ChatGPT and other AI tools,

So, dive in and explore the exciting world of AI in education.

Make Teaching Easier with Artificial Intelligence: Course Companion

Make Teaching Easier with Artificial Intelligence: Course Companion

TYPE #1 MOST COMMON AI WE’LL USE

Make Teaching Easier with Artificial Intelligence: Course Companion

Make Teaching Easier with Artificial Intelligence: Course Companion

Make Teaching Easier with Artificial Intelligence: Course Companion

Output: Independent Practice:

Make Teaching Easier with Artificial Intelligence: Course Companion

Prompt: Adjust activity 1 to cater for students with dyslexia.

Output: Low difficulty (for students with dyslexia):

It is also important to consider the student's individual needs and

Make Teaching Easier with Artificial Intelligence: Course Companion

Make Teaching Easier with Artificial Intelligence: Course Companion

Prompt: Rewrite these answers for a 5 year old to understand.

Make Teaching Easier with Artificial Intelligence: Course Companion

Output: Lesson Activities:

Time Taken to Generate Outputs: 2 minutes

Make Teaching Easier with Artificial Intelligence: Course Companion

Activity Idea Generation Using Bloom’s Taxonomy [X] Replace

Based on Bloom's Taxonomy, provide an activity for [X] Optional

each category (remember, understand, apply, analyse,

Make Teaching Easier with Artificial Intelligence: Course Companion

Specific Activity #2: Case Study [X] Replace

[year level] students to analyse. Include facts and

Specific Activity #3: Role Play Begin by copying

Make Teaching Easier with Artificial Intelligence: Course Companion

Activity Idea Generation Using Bloom’s Taxonomy

Activity: Memory Match

Activity: Cause and Effect Diagram

Activity: Alternative Medicine Case Study

Make Teaching Easier with Artificial Intelligence: Course Companion

Activity: Pros and Cons of Alternative Medicine

Activity: Decision Making Role Play

Activity: Alternative Medicine Information Sheet

Make Teaching Easier with Artificial Intelligence: Course Companion

Objective: To understand the potential benefits and drawbacks of using

Step 1: Research an alternative medicine treatment.

Step 2: Create a case study.

Step 3: Present the case study to the class.

Make Teaching Easier with Artificial Intelligence: Course Companion

Output: Important terms:

Specific Activity #1: Debate

Make Teaching Easier with Artificial Intelligence: Course Companion

Output: • Practical example: Patients with chronic conditions, such as fibromyalgia or

Make Teaching Easier with Artificial Intelligence: Course Companion

Specific Activity #2: Case Study

Facts and Statistics:

Make Teaching Easier with Artificial Intelligence: Course Companion

Make Teaching Easier with Artificial Intelligence: Course Companion

Prompt: Rewrite these answers for a 5 year old to understand.

Specific Activity #3: Role Play

Character 1: King Henry

Character 2: Sir Thomas

Make Teaching Easier with Artificial Intelligence: Course Companion

Output: Character 3: Lady Catherine

Make Teaching Easier with Artificial Intelligence: Course Companion

Act as a professional teacher and reply to the following [X] Replace

Make Teaching Easier with Artificial Intelligence: Course Companion