Teacher Resources for AI in the Classroom

Teacher Resources for AI in the Classroom

@Teachers, you deserve a personal assistant.

We’ve curated the best resources to help you take advantage of the latest AI tools to cut your classroom prep time in half.

Lesson Planning

The ‘Show and Tell’ method

a really useful prompt-crafting tip to have in your toolbox, which can support you in getting the output to be really specific!” one teacher from Reddam House commented. The ‘Show and Tell’ method works as follows:

  • Give the AI context (show) - for example, giving it a pre-existing text that you want to use in your lesson plan, or you could even give it an example of a successful lesson plan that you already have
  • Then give the AI an instruction (tell) - ask it to generate a response based on that pre-existing information
Examples, for every interest

Coming up with good examples is hard work—they have to capture students' interest, connect to what they're learning, and have the right amount of detail without being too simple or too complex. Here’s a prompt you can use to help generate some examples for your lesson. ”I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.”

Make those connections

Incorporating distributed practice into the learning process is important for helping students build strong and adaptable knowledge. It’s one of the highest impact practices we have research on, but it’s hard to find those connection points.

By asking the AI to find relationships between concepts, teachers can present various connections between ideas, making them clearer for students. Here’s a prompt you can use. ”You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 4 ideas about how include the past topic into my current topic. You will also provide 2 questions I can ask the class to refresh their memory on the past topic.”



"Create a rubric for assessing students' participation in class discussions. The rubric should have four levels of performance, ranging from 'Excellent' to 'Needs Improvement.' The criteria in the rubric should be specific to the learning objectives of the class and should provide students with constructive feedback on areas of strength and areas needing improvement. The rubric should also give students a clear sense of progress and should be easy to understand and apply consistently across different discussions.”


Short check-in exercises are key for helping students and teachers understand the course material. They provide real-time feedback, allowing them to identify gaps in knowledge and areas that need clarifying. These informal checks for understanding promote active learning and help motivate students by demonstrating that the instructor genuinely values their needs. Some examples of short check-in exercises include reflecting on the lesson. What was one takeaway you had? What’s something you’re still struggling with?

Once you have the responses submitted (via some type of google form or shared doc) AI help quickly summarize student responses. Then, you can submit a set of collective responses to the AI with the following prompt: I am a teacher who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]

Check your understanding

Low-stakes tests offer active retrieval practice, encouraging students to recall information from memory, which in turn enhances their ability to remember and retrieve information later on. And these tests provide valuable feedback on students' understanding of the material, helping them identify gaps in their knowledge and adjust their learning strategies accordingly. Here’s a prompt:

You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.”

Ready to incorporate AI into your STEM Curriculum?