Below, please find examples from Harry Pickens, who first introduced me to megaprompts or long prompts. What appears below is from text Harry shared via Facebook post in 2024:
Harry’s Intro
I’ve been exploring using ChatGPT as a ‘thinking partner’ vs. as an idea generator; that is, prompting ChatGPT to ask reflective questions or to guide me through a specific process that helps me solve a problem, clarify my thinking, or make a decision.
I find that this style of prompting seems to support and enhance my own thinking versus simply generating solutions, which can (in my experience) have a greater likelihood to atrophy my own (and/or my students') thinking about the subject or issue.
Here are a few examples of prompts, tailored for different educational applications. The last line of the prompt instructs ChatGPT to generate only one idea, suggestion or question at a time, since it often will spew out a long list or extended response that can be a bit overwhelming.
I’m curious if you’ve explored this manner of prompting and what you’ve discovered. This also seems to be a way to think about teaching students to work with Generative AI tools in a way that supports and enhances their own thinking.
‘Thinking Partner’ Prompt Examples…
Problem: Large Class Size in 7th Grade Math Leading to Individual Attention Challenges
“I’m teaching 7th grade math to a class of 35 students, many of whom need individual attention to grasp key concepts. Act as an expert in differentiated instruction and guide me step by step through a structured process to address these individual learning needs within a large class setting. Start by helping me assess different learning styles present in my classroom. Generate only one idea, suggestion or question at a time, then wait for my response before continuing.”
Problem: Engaging Diverse Learners in 4th Grade Social Studies
“In my 4th grade social studies class of 25 students, I have a mix of ESL learners, advanced students, and those with learning disabilities. Act as an expert in inclusive teaching strategies and guide me through a process to make history and geography lessons engaging and accessible for all students. Begin by analyzing the specific challenges and strengths of the diverse learners in my class. Generate only one idea, suggestion or question at a time, then wait for my response before continuing.”
Problem: Integrating Technology in a 1st Grade Classroom with Limited Resources
“I teach 1st grade in a school with limited access to technology. My class of 20 students is eager to learn, but we only have a few tablets and an outdated computer lab. Act as an expert in creative technology integration and guide me step by step to effectively use these limited resources to enhance learning. Start by helping me inventory and assess the current technology available. Generate only one idea, suggestion or question at a time, then wait for my response before continuing.”
Problem: Supporting High School Seniors with College Preparation in English Class
I teach English to a class of 30 high school seniors, many of whom are first-generation college students. They face challenges in understanding the college application process, especially in writing essays. Act as an expert in college readiness and guide me through a structured process to support these students in preparing for college, focusing on essay writing skills. Begin by helping me evaluate the students' current writing abilities and their understanding of the college application process. Generate only one idea, suggestion or question at a time, then wait for my response before continuing."
Problem: Addressing Behavioral Issues in a 5th Grade Classroom with Varied Socioeconomic Backgrounds
“In my 5th grade classroom of 28 students from varied socioeconomic backgrounds, I’m encountering behavioral challenges that disrupt learning. Act as an expert in classroom management and social-emotional learning, and guide me step by step to establish a positive and respectful learning environment. Start by analyzing the specific behavioral patterns and potential underlying causes related to the diverse backgrounds of my students. Generate only one idea, suggestion or question at a time, then wait for my response before continuing.”
