AI Prompts

Also, Tom Barrett has launched a new newsletter called Promptcraft where he will share everything you need to know about artificial intelligence for education. (Sign Up HERE)

Promptcraft is for anyone who wants to:

• Stay updated on the latest news, developments and research in AI for Education

• Discover how AI can impact our work in education and learning ecosystems

• Learn from experts and practitioners who are using AI to create innovative solutions

• Get practical tips and resources to apply AI in your projects and improve your AI Literacy.

Prompt: 

List and analyze 4 PYP central ideas for the conceptual understanding of migration that includes a conceptual focus on perspective and causation for grade 5 students.

Response:

Migration as a Complex Process: Migration is a multi-faceted and dynamic process that is influenced by a variety of individual, cultural, political, economic, social, and environmental factors. 

• Understanding the complexities of migration helps students appreciate the variety of factors that can impact the decisions of individuals and families to move from one place to another.

Perspective and Experience of Migrants: The perspectives and experiences of migrants are shaped by their individual circumstances, cultural backgrounds, and the attitudes and policies of the communities and countries they move to and from. 

• This central idea highlights the importance of considering multiple perspectives when exploring the topic of migration, and encourages students to develop empathy and understanding for the experiences of migrants.

Causes of Migration: The causes of migration are diverse and may include poverty, conflict, environmental degradation, and lack of access to basic resources such as food, water, and healthcare. 

• Analyzing the causes of migration helps students to understand the underlying factors that drive individuals and families to move, and can contribute to a deeper appreciation for the complex global issues surrounding migration.

Effects of Migration: The effects of migration on individuals, families, communities, and societies are diverse and can range from positive outcomes such as increased economic opportunities and cultural exchange, to negative impacts such as discrimination, cultural displacement, and loss of community and cultural identity. 

• Understanding the effects of migration is crucial for students to gain a holistic understanding of the topic, and can help to promote a more nuanced and informed perspective on migration.

Prompt: 

List 6 lines of inquiry for the conceptual understanding of migration with a conceptual focus of perspective and causation for grade 5 students.

Response:

1. What is migration and why do people move from one place to another?

2. How does our own background and experiences shape our perspective on migration?

3. What are some common reasons for migration and how do they vary among different groups of people?

4. How does migration impact families and communities, and why do these impacts differ based on various factors such as race, class, or gender?

5. How do governments and policies influence migration patterns, and how does this impact people's lives?

6. What is the relationship between migration and human rights, and why is this a contentious issue for some people?

Prompt: 

What teacher questions/provocations could drive these inquiries?  (This is a follow-up question to Lines of Inquiry).

Response:

1. What is migration and why do people move from one place to another?

• Have you ever moved or known someone who has moved from one place to another?

• Why do you think people might choose to migrate from one place to another?

2. How does our own background and experiences shape our perspective on migration?

• What do you know about your own background and experiences that might influence your thoughts about migration?

• How might someone with a different background or experiences see migration differently?

3. What are some common reasons for migration and how do they vary among different groups of people?

• Can you think of some examples of why people might migrate from one place to another?

• Why might different groups of people have different reasons for migrating?

4. How does migration impact families and communities, and why do these impacts differ based on various factors such as race, class, or gender?

• What are some ways that migration might impact families and communities?

• Why might these impacts be different for different groups of people based on factors such as race, class, or gender?

5. How do governments and policies influence migration patterns, and how does this impact people's lives?

• Can you think of some examples of how governments and policies might impact migration?

• How might these policies affect the lives of migrants and those in their communities?

6. What is the relationship between migration and human rights, and why is this a contentious issue for some people?

• What are human rights, and how are they related to migration?

• Why might this issue be contentious for some people?

Prompt: 

List 4 possible provocations that students could engage in at the beginning of the unit to get them interested.  (This is a follow-up question to Teacher Questions).

Response:

1. Mapping Migration: Ask students to create a map of the world and mark on it places where they, their families, or someone they know have lived or are living now. Discuss the reasons for these migrations.

2. Perspective Gallery Walk: Create a gallery walk of different perspectives on migration. Students could read quotes, articles, or personal narratives from migrants, politicians, or community members with differing views on migration. Have students write a reflection on what they learned and how it might impact their own views on migration.

3. Acting Out Scenarios: Create scenarios that highlight different reasons for migration and have students act them out. After each scenario, have a class discussion about the challenges and opportunities migrants might face and how different perspectives might influence their experiences.

4. Brainstorming: Ask students to brainstorm a list of words that come to mind when they think of migration. Sort the words into categories such as positive, negative, or neutral, and discuss why they sorted them in that way. Then, have students reflect on what this says about their own perspectives on migration.

Prompt: 

Create learner agency activities for Grade 5 students. (This is a follow-up question to Teacher Questions and Provocations)

Response:

1. Perspective Gallery Walk: Create a gallery walk of different perspectives on migration. Students could read quotes, articles, or personal narratives from migrants, politicians, or community members with differing views on migration. Have students write a reflection on what they learned and how it might impact their own views on migration.

2. Migration Timeline: Have students create a timeline of important events in the history of migration. Encourage them to research and add important dates, events, and individuals who played a role in shaping migration patterns and policies.

3. Storytelling: Have students write and share their own personal narratives about migration. This could include stories of their own migrations or those of family members or people they know. Encourage students to reflect on the reasons for these migrations and the impact they had on their lives and the lives of others.

4. Advocacy Campaign: Have students create a campaign to raise awareness about an issue related to migration, such as the treatment of refugees or the impact of migration on local communities. Encourage students to use their research and creativity to design posters, write letters, or make videos to share their message.

5. Migrant Voices: Have students conduct interviews with people who have migrated to their community. Encourage them to ask about the reasons for their migration, the challenges they faced, and how they have contributed to their new community. Have students compile their findings into a class presentation or a brochure to share with the community.

6. Community Map: Have students create a map of their community that highlights the different cultural groups and the contributions they have made to the community. Encourage students to research the migration histories of these groups and to include this information on their map.

7. Service Project: Have students collaborate on a service project to support migrants in their community. This could include collecting donations for a local immigrant support organization, volunteering at a community center, or creating welcome kits for new arrivals. Encourage students to reflect on how their actions can make a positive impact on the lives of migrants and their communities.

Prompt: 

Create and analyze 2 assessment rubrics that will demonstrate a grade 5 student's conceptual understanding of migration with a conceptual focus on perspective and causation.

Response:

1. Assessment Rubric 1: Migration Concept Map

Criteria: 

• Comprehensiveness (4)

• Accuracy of information (4)

• Use of perspective (2)

• Connection between causes and migration (2)

• Creativity (2)

Total Points: 14

Explanation:

• Comprehensiveness: The student should have a complete and well-structured understanding of the concept of migration, including different types, reasons, and impact on people and communities.

• Accuracy of information: The student should provide accurate and relevant information, supported by credible sources and without any major misconceptions.

• Use of perspective: The student should include different perspectives on migration, such as those of migrants, host communities, and relevant authorities.

• Connection between causes and migration: The student should demonstrate an understanding of the relationship between various causes (e.g. economic, political, environmental) and migration patterns.

• Creativity: The student should use creative ways of representing information, such as images, illustrations, and connections between related concepts.

2. Assessment Rubric 2: Migration Storytelling

Criteria:

• Comprehensiveness (4)

• Accuracy of information (4)

• Use of perspective (2)

• Connection between causes and migration (2)

• Emotional impact (2)

Total Points: 14

Explanation:

• Comprehensiveness: The student should have a complete and well-structured understanding of the concept of migration, including different types, reasons, and impact on people and communities.

• Accuracy of information: The student should provide accurate and relevant information, supported by credible sources and without any major misconceptions.

• Use of perspective: The student should incorporate the perspectives of migrants and relevant others, such as host communities and relevant authorities.

• Connection between causes and migration: The student should demonstrate an understanding of the relationship between various causes (e.g. economic, political, environmental) and migration patterns.

• Emotional impact: The student should use storytelling techniques to create an emotional impact, such as using vivid descriptions, empathy, and appealing to the reader's values and emotions.

Prompt: 

Is this PYP central idea relevant, engaging and conceptual: "Human migration is a response to changes in communities and the environment." Suggest improvements and resulting new central ideas.

Response:

The central idea "Human migration is a response to changes in communities and the environment" is a relevant and engaging starting point for exploring the topic of human migration. However, to make it more conceptual and provide a clearer focus for student learning and assessment, it could be improved in the following ways:

1. Expanding the scope: The central idea could be expanded to consider the broader social, economic, and environmental factors that contribute to migration. This would provide a more comprehensive framework for understanding the issue and encourage students to think more deeply about the interconnected nature of the causes of migration.

2. Adding a focus on agency: The central idea could be revised to emphasize the agency of individuals and communities in responding to changes in their environment. This would encourage students to consider the reasons behind migration and the impact that it has on individuals and communities, and to think critically about the implications of migration for different stakeholders.

3. Incorporating a focus on ethics and morality: The central idea could be expanded to consider the ethical and moral implications of migration. This would encourage students to think critically about the rights of individuals and communities in the context of migration and to consider the responsibilities of different stakeholders in addressing this issue.

With these improvements, the central idea could be revised as follows:

1. The interplay of social, economic, and environmental factors in human migration: This central idea focuses on the complex and interconnected factors that contribute to migration, including social, economic, and environmental causes. It encourages students to think critically about the reasons behind migration and to consider the impact that migration has on individuals and communities.

2. The agency and impact of human migration on communities and the environment: This central idea emphasizes the agency of individuals and communities in responding to changes in their environment and the impact that migration has on communities and the environment. It encourages students to think critically about the implications of migration for different stakeholders and to consider the ethical and moral implications of this issue.

These revised central ideas provide a clearer focus for student learning and assessment, and are more relevant, engaging, and conceptual for grade 5 students.

Prompt: 

Analyze this summative assessment: "Students will choose a way to share their learning about the historic migration they researched." Does it address the central idea: "Human migration is a response to changes in communities and the environment and how could it be improved?" Suggest new summative assessments. 

Response:

This summative assessment "Students will choose a way to share their learning about the historic migration they researched" is a basic form of assessment that provides students with an opportunity to demonstrate their understanding of the topic of migration. However, it does not directly address the central idea "Human migration is a response to changes in communities and the environment." and could be improved to better align with this central idea.

To improve this assessment and better address the central idea, the following suggestions could be considered:

1. Assessing the causes and consequences of migration: Students could be asked to analyze the causes and consequences of migration in their research and present their findings in a way that demonstrates their understanding of the central idea. For example, students could create a presentation or written report that outlines the factors that contributed to migration in their research and the impact that it had on the communities and individuals involved.

2. Encouraging reflection on agency and ethics: Students could be asked to reflect on the agency of individuals and communities in responding to changes in their environment and the ethical and moral implications of migration. This could be done through a written reflection, a presentation, or a discussion that encourages students to think critically about the issue and its impact on different stakeholders.

3. Comparing and contrasting different migrations: Students could be asked to compare and contrast different migrations in terms of the causes and consequences of migration and the agency of individuals and communities involved. This could be done through a presentation, written report, or interactive activity that encourages students to think critically about the complexity of the issue and the various factors that contribute to migration.

These new summative assessments provide a clearer focus for student learning and assessment and are more closely aligned with the central idea "Human migration is a response to changes in communities and the environment."