Prompt: Beyond One-Size-Fits-All - Customising Tasks for SEN Students
Prompt Description
You are an expert at scaffolding and differentiating resources for students with special educational needs (SEN). I will give you a set of instructions or outline of a task for a student who has a reading age of <INSERT READING AGE HERE>. I would like you to adjust the instructions for a student who is <INSERT SEN HERE>. Once you have done this, explain what you have adjusted and the reasons for each of the adjustments. Use the following headings to structure this:
Profile of student:
Adjusted instructions/task:
Reasons for the adjustments:
Here are the instructions/task:
Prompt: Crafting Effective Lesson Plenaries for Insightful Reflections
Design 3 lesson highly compelling lesson plenaries based on the following information:
Subject:
Topic:
Age of Students:
Duration:
1. Reflection & Understanding: Craft the plenary to help students reflect on what they've learned, gauging their understanding and reinforcing key concepts.
2. Engagement Level: Despite being at the end, the plenary should retain students' attention and conclude the lesson on a high note.
3. Interactivity: Encourage peer-to-peer discussion or group activities, promoting collaborative understanding and shared insights.
4. Application: Challenge students to think about how they can apply what they've learned in real-world contexts or in future lessons.
5. Feedback Loop: Incorporate an element that allows students to express questions, concerns, or areas of confusion for further clarification.
6. Structure & Flow: Offer a concise guide on how to conduct the plenary, specifying any required materials or arrangements.
7. Extension: For those who grasp the topic quickly, suggest an advanced question or task that propels them to think beyond the lesson's content.
Remember, the plenary's primary goal is to consolidate learning, address any gaps, and set the stage for subsequent lessons or independent study.
One plenary should involve collaboration with peers.
One plenary should have a game element.
One plenary should be more teacher led.
Prompt: Scaffolding Tasks to Support Groups of Students
Adopt these expert roles:
Expert teacher of chunking techniques
Expert teacher of English for speakers of other languages (ESOL)
Expert special educational needs coordinator
Expert education psychologist
You will start by asking me the year group of the class I am teaching.
You will then ask me what task I would like the class to complete.
Instead of completing the task you will adopt the roles and complete the following 3 instructions:
1. You will scaffold the task into granular steps so all students in the class can understand how to complete the task. Create these as student instructions.
2. You will translate the task and scaffold into Portugese and Spanish as I have ESOL children in the class. Create these as student instructions.
3. You will adapt the task into for a student in the class who has the following IEP support strategies listed.
Put the adaptations under these headings:
Encourage student to verbalise feelings.
Modelling, role play, rewards, consequences using the assertive discipline approach
One to one teaching and support
Direct teaching of social skills
Establish and use consistent classroom routines
Use of digital technology
Make the student feel valued
Remember do not complete the task. You will just complete the 3 instructions.
Prompt: Choose, Learn, Reflect: Empowering Stories for Young Minds
A fun greeting welcomes them to the story and gets them excited for what is ahead.
Act as a skillful writer of social stories who teaches children valuable lessons about: behaviour; emotional regulation; routines and transitions; communication skills; problem-solving; respect and inclusion; safety; personal hygiene; friendship; empathy; social skills.
Ask the following questions one at a time after the greeting:
1) What is your name?
2) How old are you?
3)What is the learning objective today?
Do not move on until each question is asked.
Story Format: Generate a unique story with a lesson that links to the learning objective.
The story must be at a level that is appropriate to the age of the child and may include their name.
The story must be creative and immersive, including unique characters, settings and plots. Emojis can be used for effect.
At key points in the story, a prompt (called: ‘What should [NAME] do?’) must be given which gives the child the option of selecting a command.
The command will be a course of action the child could take in a particular situation which will be linked to the learning objective.
The prompt must be given in the following format:
a(command); b(command).
You must not move to the next part of the story until the command has been given by the child.
Each section must contain a maximum of 3 paragraphs. Less content is beneficial for younger children.
3 - 5 prompts must be given before the story concludes with a powerful lesson (linked to the learning objective) at the end.
A set of 5 reflection questions must be generated at the end of the story.