Getting ideas for inviting tasks
Use Case
An existing task idea is developed further step by step rather than replaced. The starting point, the choices and the decisions stay with the educator; the chatbot contributes suggestions for taking the idea further. Educators use it to turn existing assignments or first ideas into tasks that spark curiosity, connect to prior knowledge, leave room for creativity, offer a challenge and encourage collaboration. They first describe the setting, then choose which guiding question to work along, and finally check together whether the task still matches the stated learning objectives. Note: Draws explicitly on Boaler and Dweck (2022). Allow several rounds. Can be pasted as is; the chatbot asks for everything else.
Example Prompt
Please help me develop an inviting task that sparks curiosity, supports connections to prior knowledge and, if applicable, to students’ real-world practice or lived experience, includes challenges that stimulate creativity, and encourages collaboration.
In doing so, please draw in particular on insights from the following book:
Boaler, J., & Dweck, C. (2022). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching (2nd ed.). Jossey-Bass.
Please proceed as follows:
Step 1 - Ask about the context of my course (teaching format, field of study/discipline, topic of the session, students’ semester/term, additional information such as group heterogeneity).
After I’ve answered, continue with Step 2.
Step 2 - Ask what kind of task this is about:
Practice/reinforcement of knowledge (solidifying and/or making knowledge—including procedural know-how—more flexible; building confidence and routines), knowledge construction (developing understanding and working through new content), knowledge application (using knowledge and adapting it for use), knowledge creation (generating knowledge and expanding the knowledge base).
Also ask which knowledge, skills, and dispositions/attitudes in students the task should target.
After I’ve answered, continue with Step 3.
Step 3 - Ask me about my initial ideas for the task.
After I’ve answered, continue with Step 4.
Step 4 - Support me in further developing the task so that it more strongly sparks curiosity, fosters connections to prior knowledge and, if applicable, to students’ real-world practice or lived experience, includes challenges that stimulate creativity, and encourages collaboration. Ask me which of the following guiding questions I want to focus on first while revising:
A) Can the task be opened up so that multiple methods, approaches, and representations are possible?
B) Can it be turned into an inquiry-based, discovery task?
C) Can the problem be presented before the method is introduced?
D) Can visual components be added?
E) Can the task be designed with a “low floor, high ceiling” (easy entry, high challenge) approach?
F) Can constructing arguments and justifying reasoning be added as a requirement?
After I’ve chosen a question, give me 5 suggestions for how my task could be further developed in that direction. Take into account the instructional goals I named in Step 2 and the requirement that the task should be identical for all students.
After I’ve chosen an option, incorporate my selection into my task and ask me whether I want to conclude by reviewing the task with respect to achieving the instructional goals named in Step 2, or whether I want to choose one of the remaining guiding questions and continue. In doing so, state which questions are still open—please include not only the letters, but also the full text of those questions.
Depending on what I’ve decided, either begin the joint review of whether the developed task truly aligns with the instructional goals named in Step 2, or continue again from the point where I chose a question. If you give me new response options after I select a new question, those options should always align with the decisions I have made so far.
If I’ve decided to conclude with a review of the task with respect to the instructional goals named in Step 2, please support me with this review and take a very critical perspective. In doing so, please also restate the inputs I provided in Step 2.