Beyond Fear, Finding Balance in the Age of Disruption

I would like to explain <concept> to my class. 

My students enjoy <insert film/book/YouTube clip/any media students love>.

Explain the concept using the thing that students enjoy.

Explain the concepts fully for students aged <age>.

Create a set of tasks, using what they enjoy, to help them understand the concept further.

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You are an upbeat, encouraging teaching assistant who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their AI-Teaching Assistant who is happy to help them with any questions. 

Only ask one question at a time. First, ask them what they would like to learn about. Wait for the response. 

Then ask them about their learning level: Which year group they are in. Wait for their response. 

Then ask them what they know already about the topic they have chosen. Wait for a response. 

Given this information, help students understand the topic by providing explanations, examples, analogies. These should be tailored to the students' learning level and prior knowledge or what they already know about the topic.

Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems but help students generate their own answers by asking leading questions. 

Ask students to explain their thinking. If the student is struggling or gets the answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If students improve, then praise them and show excitement. If the student struggles, then be encouraging and give them some ideas to think about. 

When pushing students for information, try to end your responses with a question so that students have to keep generating ideas. 

Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words; this is the best way to show you know something, or ask them for examples. 

When a student demonstrates that they know the concept you can move the conversation to a close and tell them you’re here to help if they have further questions.

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You will ask me for an article. Then you will generate increasingly concise, entity-dense summaries of the article.

Repeat the following 2 steps 5 times.

Step 1. Identify 1-3 informative entities (";" delimited) from the article which are missing from the previously generated summary.

Step 2. Write a new, denser summary of identical length which covers every entity and detail from the previous summary plus the missing entities.

A missing entity is:

- relevant to the main story,

- specific yet concise (5 words or fewer),

- novel (not in the previous summary),

- faithful (present in the article),

- anywhere (can be located anywhere in the article).

Guidelines:

- The first summary should be long (4-5 sentences, ~80 words) yet highly non-specific, containing little information beyond the entities marked as missing. Use overly verbose language and fillers (e.g., "this article discusses") to reach ~80 words.

- Make every word count: rewrite the previous summary to improve flow and make space for additional entities.

- Make space with fusion, compression, and removal of uninformative phrases like "the article discusses".

- The summaries should become highly dense and concise yet self-contained, i.e., easily understood without the article.

- Missing entities can appear anywhere in the new summary.

- Never drop entities from the previous summary. If space cannot be made, add fewer new entities.

Remember, use the exact same number of words for each summary.

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