AI toolkit prompt suggestions (Teacher)
TABLE OF CONTENTS
- 1 Overview
- 2 Writing a Good Prompt
- 3 Request Use
- 4 Prompts by Tool
- 5 Improving the Output
- 6 Reviewing Before You Share
1 Overview
This article is a collection of prompts for the tools in the AI Toolkit. Each tool has a prompt template and worked examples from different subjects and age groups. Copy a template, replace the text in square brackets and adjust it to your own teaching.
The examples show the AI Settings used together with each prompt. The AI Settings give the tool its main context, so the prompt itself can focus on the task.
Prerequisite: The AI Toolkit must be enabled for your organisation by an administrator. For an introduction to the tools and the AI Settings, see AI Toolkit – Overview and Getting Started (Teacher).
2 Writing a Good Prompt
The AI Settings define the subject, the student age or educational level, the curriculum and the content language. When you save the AI Settings to the course, they apply across all tools. A good prompt builds on this context and says exactly what you want the students to do.
2.1 What to Include
| Guideline | Why it helps |
|---|---|
| Match the prompt to the age group, not only the competence goal | The language and difficulty follow the students, not the wording of the curriculum. |
| Use the AI Settings for the main context | You do not need to repeat subject, level, curriculum and language in every prompt. |
| Ask for an explicit student task | Without it, the output can become an informative text instead of a task. |
| Ask for examples when needed | A short example shows students what is expected. |
| Specify the format | Ask for tables, lists or a set number of items when the structure matters. |
| Re-prompt to adjust the language level | If the first result is too difficult or too simple, ask for a change instead of starting again. See 5 Improving the Output. |
2.2 What to Avoid
- Vague prompts that only contain a competence goal. The tool has to guess what the students should do.
- Expecting the AI to cite specific texts. The tool cannot reliably refer to sources you have not provided. Add the resource yourself if the content must be based on it.
- Sharing content without reviewing it. Always check the output before students see it.
2.3 Weak and Strong Prompts
The examples below use the same AI Settings. The strong prompt adds a topic, a student task and a format.
| Tool | Weak prompt | Strong prompt |
|---|---|---|
| Assignment | Photosynthesis. | Create an assignment on photosynthesis. The students must explain in their own words what a plant needs to produce sugar and what it releases. Include a labelled drawing task. The output must be a task for the students, not an informative text. |
| Test | Make a test about the selected competence goal. | Create a test on the causes of the French Revolution. Adjust the language and the question difficulty to the age group set in AI Settings. Include a mix of question types and end with one question where the students must explain a cause in their own words. |
| Glossary | Important words in chemistry. | Create a glossary of the 10 most important terms in acids and bases. Write each definition in language suitable for the age group set in AI Settings. Order the entries alphabetically. |
3 Request Use
During the pilot, your organisation has a monthly allocation of AI requests. A request is used when you submit an action, regardless of whether you save or use the output.
| Action | Requests used |
|---|---|
| Generate a worksheet | 1 |
| Generate an article | 1 |
| Generate a test | 2 or more, depending on follow-up questions |
| Use Differentiation (Basic, Standard and Advanced versions) | 3 or more |
| Improve or regenerate content | 1 per attempt |
| Add resources | Depends on the size and number of resources |
Note: A precise first prompt saves requests. When you improve the output, collect all changes in one re-prompt instead of sending several small ones.
4 Prompts by Tool
Each section starts with a template. Replace the text in square brackets. The worked examples below each template show the AI Settings used and a finished prompt.
4.1 Assignment
The Assignment tool creates instructions and structured tasks for students.
Template: Create an assignment that matches the age group set in AI Settings and is based on the selected competence goal. Use clear, age-appropriate language. The output must be a task for the students, not an informative text.
Template for younger students: Create a short assignment for students aged [9–10]. Use simple words. Avoid abstract terms. Include a short example to help the students get started.
| AI Settings | Example prompt |
|---|---|
| Science, age 13–14 | Create an assignment on the water cycle. The students must draw and label the cycle, then explain in five to eight sentences what happens to a raindrop from the moment it falls until it returns to the clouds. The output must be a task for the students, not an informative text. |
| History, age 16–17 | Create an assignment where the students compare two causes of the First World War. They must argue which cause was more important and support the argument with at least two examples. Include a short list that shows what a good answer contains. |
| English, age 9–10 | Create a short assignment where the students write a postcard from a holiday they would like to go on. Use simple words. Avoid abstract terms. Include a short example postcard to help the students get started. |
4.2 Test
The Test tool generates tests with a variety of question types. You can adjust the language and the difficulty. Generating a test uses 2 or more requests.
Template: Create a test on [topic]. Adjust the language and the question difficulty to the age group set in AI Settings. Include a mix of question types.
| AI Settings | Example prompt |
|---|---|
| Mathematics, age 11–12 | Create a test on fractions with 10 questions. Adjust the language and the question difficulty to the age group set in AI Settings. Start with easy questions and increase the difficulty. Include a mix of question types. |
| English, age 15–16 | Create a test that checks whether the students understand the difference between active and passive voice. Include a mix of question types, with some questions where the students must rewrite a sentence. |
4.3 Article
The Article tool creates an article or a longer explanatory text on a topic, based on resources you provide. Generating an article uses 1 request. Adding resources uses additional requests depending on their size and number.
Template: Write an informative article on [topic] for students at the age set in AI Settings. Use the curriculum and content language from AI Settings. Do not include references or links that have not been provided.
| AI Settings | Example prompt |
|---|---|
| Geography, age 14–15 | Write an informative article on how rivers shape the landscape. Use subheadings and keep each section short. End with three questions the students can discuss in pairs. Do not include references or links that have not been provided. |
| Social studies, age 17–18 (with an added resource) | Write an article based only on the resource I have added. Explain the main arguments for and against the proposal in the resource. Do not add information that is not in the resource. |
4.4 Worksheet
The Worksheet tool collects different types of tasks on a single worksheet. You choose which task types to include. Generating a worksheet uses 1 request.
Template: Create a worksheet on [topic] that includes true/false, fill in the blanks, short answer, and a challenge activity. The language and difficulty must match the age group in AI Settings.
| AI Settings | Example prompt |
|---|---|
| Spanish, age 13–14 | Create a worksheet to practise the present tense of regular -ar verbs. Include fill in the blanks, short answer and a challenge activity where the students write five sentences about their weekend routine. The language and difficulty must match the age group in AI Settings. |
| Biology, age 16–17 | Create a worksheet on the parts of the cell and their functions. Include true/false, short answer and a challenge activity where the students compare a plant cell and an animal cell in a table. |
4.5 Glossary
The Glossary tool creates definitions of terms to help students understand complex topics. You select the number of glossary entries.
Template: Create a glossary of the [N] most important terms in [topic]. Write each definition in language suitable for the age group set in AI Settings. Order the entries alphabetically.
| AI Settings | Example prompt |
|---|---|
| Social studies, age 15–16 | Create a glossary of the 12 most important terms about democracy and elections. Write each definition in language suitable for the age group set in AI Settings. Add one example sentence for each term. Order the entries alphabetically. |
| Physics, age 17–18 | Create a glossary of the 8 most important terms in electric circuits. Include the unit of measurement for each term where relevant. Order the entries alphabetically. |
4.6 Session Builder
The Session Builder helps you structure a teaching session. You select the duration, and the tool suggests a structure with an introduction, activities and a wrap-up.
Template: Build a session of [N] minutes on [topic] for the age group set in AI Settings. Include an introduction, two activities, and a wrap-up.
| AI Settings | Example prompt |
|---|---|
| Science, age 12–13 | Build a session of 45 minutes on magnetism for the age group set in AI Settings. Start with a question that gets the students talking. Include one hands-on activity in groups of three and end with an exit question. |
| English literature, age 17–18 | Build a session of 90 minutes on analysing a poem. Include a short introduction by the teacher, individual reading time, pair work and a whole-class discussion. Suggest how long each part should take. |
4.7 Inspire Me
Inspire Me suggests ideas for teaching. Each suggestion describes the activity, the materials needed and the expected outcome.
Template: Suggest three different ways to teach [topic] to the age group set in AI Settings. For each, describe the activity, the materials needed, and the expected outcome.
| AI Settings | Example prompt |
|---|---|
| Science, age 14–15 | Suggest three different ways to start a unit on climate change that do not rely on reading long texts. For each, describe the activity, the materials needed, and the expected outcome. |
| Mathematics, age 8–9 | Suggest two outdoor activities where the students practise measuring and estimating length. For each, describe the activity, the materials needed, and the expected outcome. |
4.8 Differentiation
Differentiation is available in the Assignment tool. It generates three versions of the same assignment: basic, standard and advanced. After generating, you select which versions to create and configure each one before you assign it to students. Using Differentiation uses 3 or more requests.
Template: Create an assignment on [topic] for the age group set in AI Settings. Make the basic version concrete with a clear example, the standard version a balanced task, and the advanced version open-ended with critical analysis.
| AI Settings | Example prompt |
|---|---|
| Mathematics, age 13–14 | Create an assignment on percentages in everyday life. Make the basic version concrete with a shopping example, the standard version a set of mixed problems, and the advanced version an open task where the students compare two phone subscriptions and argue which is better value. |
| Norwegian, age 15–16 | Create an assignment on writing an opinion piece about school uniforms. Make the basic version concrete with a sentence starter for each paragraph, the standard version a balanced task with a suggested structure, and the advanced version open-ended where the students must address counterarguments. |
5 Improving the Output
If the result is close to what you need, improve it with a follow-up prompt instead of starting again. Each improvement or regeneration uses 1 request.
| Goal | Re-prompt |
|---|---|
| Simplify | Make the language easier. Replace abstract or technical words with everyday language suitable for the age group set in AI Settings. |
| Add examples | Add a short example for each task so students can see what is expected. |
| Shorten | Shorten the text. Keep the structure but reduce each section to no more than a few sentences. |
| Change the format | Present the key points as a table with two columns: term and explanation. |
| Add a challenge | Add one challenge task at the end for students who finish early. |
| Several changes at once | Make the language easier, add a short example for each task and reduce the number of tasks to five. |
6 Reviewing Before You Share
You are responsible for the content you share with students. Review all generated content before you save it and make it available. After saving, you can edit the content further in the tool it was saved to.
Important: Do not enter information that can identify a student in a prompt, unless it is educationally justified and complies with local data protection regulations.