Using AI to Help Students Learn Critical Thinking

Prompts

1. PLAUSIBLE BUT FLAWED RESPONSE ANALYSIS

Reusable Template

I am teaching [GRADE/COURSE] students about [TOPIC OR CONCEPT].

Create a realistic student response to the following question or task:
[QUESTION OR TASK]

The response should sound like it was written by a student at this grade level. Make the response mostly reasonable, but intentionally include [NUMBER] plausible error(s) in reasoning, interpretation, calculation, use of evidence, or understanding of the concept.

Do not identify or explain the errors in the student response.

Then, separately provide a teacher key that:

  • Identifies each error
  • Explains why it is incorrect
  • Provides the correct reasoning

The student task will be to find, explain, and correct the errors. Additionally, [OTHER REQUIREMENTS FOR THE TASK, OUTPUTS, OR RESPONSES].

Upper Elementary Sample Prompt

I am teaching 5th-grade students about adding fractions with unlike denominators.

Create a realistic student response showing how to solve:
2/3 + 1/4

The response should sound like it was written by a 5th-grade student. Make the student’s reasoning mostly reasonable, but intentionally include one plausible mathematical error.

Do not identify or explain the error in the student response.

Then, separately provide a teacher key that identifies the error, explains why it is incorrect, and demonstrates the correct reasoning.

The student task will be to find, explain, and correct the error.

Middle School Sample Prompt

I am teaching 7th-grade science students about ecosystems and food webs.

Create a realistic student response to this question:
A disease causes a major decline in the rabbit population in an ecosystem containing grass, rabbits, mice, snakes, and hawks. How might the decline in rabbits affect other organisms in the ecosystem?

The response should contain two plausible errors in the student’s reasoning about relationships within the food web. Make the rest of the response scientifically reasonable.

Do not identify the errors in the student response.

Then, separately provide a teacher key identifying each error, explaining the scientific reasoning involved, and describing a more accurate response.

The student task will be to identify the errors and use evidence about food-web relationships to explain how the reasoning should be corrected.

High School Sample Prompt

I am teaching 11th-grade U.S. history students about the causes of the Civil War.

Create a realistic student response to this question:
What were the major causes of the American Civil War, and how were those causes connected?

Write a response that contains two plausible historical errors or weaknesses in reasoning. These might include an inaccurate causal relationship, oversimplification, misuse of evidence, or failure to distinguish between long-term and immediate causes. Make the remainder of the response historically reasonable.

Do not identify the errors in the student response.

Then, separately provide a teacher key that identifies each problem, explains why it is problematic, and provides historically accurate reasoning.

The student task will be to identify the weaknesses, explain them using historical evidence, and revise the argument to make it stronger.

2. CONTRASTING PERSPECTIVES

Reusable Template

I am teaching [GRADE/COURSE] students about [TOPIC OR CONCEPT].

Create [NUMBER] contrasting perspectives, explanations, approaches, or proposed solutions related to the following question or issue: [QUESTION OR ISSUE]

Make each perspective plausible and appropriate for students at this grade level. The perspectives should differ in meaningful ways so that students must analyze their reasoning, evidence, assumptions, methods, or tradeoffs.

Do not tell students which perspective is strongest or most accurate.

Then, separately provide a teacher key that:

  • Explains the important differences among the perspectives
  • Identifies relevant strengths and weaknesses of each
  • Suggests evidence or criteria students could use to evaluate them

The student task will be to compare the perspectives, evaluate them using evidence or appropriate criteria, and defend a conclusion.

Upper Elementary Sample Prompt

I am teaching 5th-grade science students about ecosystems and the effects of human activities on the environment.

A community wants to protect a pond ecosystem where pollution has begun affecting plants and animals. Create three different proposals for what the community should do. Each proposal should emphasize a different approach to protecting the ecosystem.

Make all three proposals reasonable enough that students could defend them. Keep the language and complexity appropriate for 5th-grade students.

Do not tell students which proposal is best.

Then, separately provide a teacher key explaining the strengths, weaknesses, and likely effects of each proposal.

The student task will be to compare the proposals, determine which they think would be most effective, and defend their choice using what they know about ecosystems.

Middle School Prompt Sample

I am teaching 7th-grade mathematics students how to solve proportional reasoning problems.

Create three different student approaches to solving this problem:
A recipe uses 3 cups of flour to make 24 cookies. How much flour would be needed to make 60 cookies?

Each student should use a different mathematically valid approach, such as finding a unit rate, setting up a proportion, or using equivalent ratios.

Do not identify one approach as the best method.

Then, separately provide a teacher key explaining how each method works and identifying its potential advantages or disadvantages.

The student task will be to compare the three approaches, explain how they are similar and different, and determine which method they think is most efficient or easiest to understand. Students must justify their choice mathematically.

High School Sample Prompt

I am teaching 11th-grade U.S. history students about industrialization during the late 19th century.

Create three contrasting perspectives on the rapid growth of large industrial corporations during the Gilded Age:

  • A factory worker
  • A major industrialist
  • A Progressive-era reformer

Each perspective should address the economic and social effects of industrialization from that person’s point of view. Make each perspective historically plausible and include arguments or evidence that could reasonably support that position.

Do not tell students which perspective is correct or most persuasive.

Then, separately provide a teacher key explaining the historical interests, assumptions, strengths, and limitations represented by each perspective.

The student task will be to compare the perspectives, evaluate their claims using historical evidence, and develop and defend their own conclusion about the benefits and costs of industrialization.

3. BLOOM’S TAXONOMY

Reusable Template

I am teaching [GRADE/COURSE] students about [TOPIC OR CONCEPT].

Using the revised Bloom’s Taxonomy, generate student questions or learning tasks at each of these six levels:

  • Remember
  • Understand
  • apply
  • Analyze
  • Evaluate
  • Create

Generate [NUMBER] question(s) or task(s) at each level.

Make each question appropriate for [GRADE/COURSE] students and directly related to the topic.

Clearly label each question with its Bloom’s Taxonomy level.

Make sure the questions genuinely reflect the cognitive demand of the assigned level. In particular, the Analyze, Evaluate, and Create questions should require students to reason, make connections, use evidence, make judgments, or develop something new rather than simply recall information.

At higher levels, require students to [DESCRIBE OBJECTIVES, TASKS, OR OUTPUTS].

Do not provide answers unless requested.

Upper Elementary Sample Prompt

I am teaching 5th-grade science students about ecosystems, including producers, consumers, decomposers, food webs, and the effects of environmental changes.

Using the revised Bloom’s Taxonomy, generate student questions or learning tasks at each of these six levels:

  • Remember
  • Understand
  • apply
  • Analyze
  • Evaluate
  • Create

Clearly label each question with its Bloom’s level.

Keep the questions appropriate for 5th-grade students. As the levels increase, make sure the questions require progressively more complex thinking.

For the higher levels, include opportunities for students to analyze relationships within ecosystems, evaluate possible responses to environmental changes, and design solutions or models.

Do not provide answers.

Middle School Sample Prompt

I am teaching 7th-grade mathematics students about proportional relationships, including ratios, unit rates, tables, graphs, and equations.

Using the revised Bloom’s Taxonomy, generate student questions or learning tasks at each of these six levels:

  • Remember
  • Understand
  • apply
  • Analyze
  • Evaluate
  • Create

Clearly label each question with its Bloom’s level.

Make the questions appropriate for 7th-grade mathematics. Use realistic situations when appropriate.

At the higher levels, require students to compare solution methods, analyze mathematical representations, evaluate reasoning, or create their own mathematical models or problems.

Do not provide answers.

High School Sample Prompt

I am teaching 11th-grade U.S. history students about industrialization and the Gilded Age.

Using the revised Bloom’s Taxonomy, generate student questions or learning tasks at each of these six levels:

  • Remember
  • Understand
  • apply
  • Analyze
  • Evaluate
  • Create

Clearly label each question with its Bloom’s level.

Questions should address topics such as industrial growth, working conditions, immigration, economic inequality, labor movements, and reform.

At the higher levels, require students to analyze primary or secondary evidence, compare perspectives, evaluate historical arguments, defend conclusions with evidence, or construct their own historical interpretation.

Do not provide answers.

Sample Prompt for Expanding to full Bloom’s Taxonomy

I am teaching 5th-grade science students about ecosystems.

Here is a question I currently use:
“What is a food web?”

Rewrite this question at each level of the revised Bloom’s Taxonomy: Remember, Understand, Apply, Analyze, Evaluate, and Create.

Keep the same general content focus, but progressively increase the cognitive demand. Make each question appropriate for 5th-grade students.