AI for education students

<outcome>
[paste the expected outcome or learning outcome from the curriculum]
</outcome>

I'm planning a [geography] lesson for year [7], [45] minutes, on [climate zones]. There are [24] pupils in the class, [two need more time for reading].
Suggest a plan: the lesson aim from the pupil's point of view, a hook for the start, 2–3 activities with timings, how I'll check at the end that the pupils reached the aim, and what to do if I have 10 minutes too many or too few.
For subject facts, say what I should check in the textbook.

On the topic [photosynthesis] for year [8], write questions at every level of the revised Bloom's taxonomy: remember, understand, apply, analyse, evaluate, create. 2 questions per level.
For each question, say what answer I expect. Mark the facts in the answers to be checked in the textbook.

<task>
[paste the task or worksheet]
</task>

Adapt this task to three levels: for pupils who need more support, for most of the class, and for those who finish quickly. The aim of the task stays the same; only the support and difficulty change.
For each version, say in one sentence what you changed and why.

Pupils in year [7] will [present a group project about their town]. Suggest assessment criteria as a table: 4 criteria, each at three levels, described so the pupils understand them in advance.
Under the table, say how to introduce the criteria to the pupils and how to use them for self-assessment.

<worksheet>
[paste the worksheet or test]
</worksheet>

Check my worksheet for year [5]: factual mistakes, unclear instructions, words a pupil of that age may not understand, and whether the tasks check what I want: [aim].
For each comment, suggest a fix. Don't rewrite the whole worksheet.

Play a pupil in year [6] who believes that [heavier objects fall faster]. Answer like a child of that age, not like a textbook. Stick to your belief until I convince you with a question or an experiment. Just being told the right answer doesn't convince you.
When I write END, step out of the role and assess how I explained it: what helped, what didn't and what question I could have asked.

I taught a lesson on my placement. What happened: [describe the lesson without pupils' names: what you planned, what worked, what didn't].
Help me reflect. Don't tell me straight away what to do differently. Ask me step by step: what exactly happened, what I was thinking and how I felt, what the pupils were probably experiencing, what follows from it and what I'll try next time.
At the end, sum up my own conclusions.

Best done out loud in voice mode in ChatGPT, Gemini or Grok.

I'm practising a conversation with a parent. Play [the mother of a year 4 pupil who's angry about a failing grade in a dictation and thinks the teacher doesn't like her son]. React like a real parent.
I'll lead the conversation. When I write END, step out of the role and assess: whether I listened to the parent, whether I talked about specific results and behaviour rather than the child's character, and whether we agreed on a next step.

<topics>
[paste the final exam or course exam topics]
</topics>

Quiz me on [educational psychology]. Ask a question and after my answer ask how I'd use it in a specific situation in the classroom. After 6 questions, sum up what I'm missing.
Stay within the topics. Where theories or authors disagree, say so.