Edu Prompt Lab – English Version – LA EJE – Escuela de Jóvenes Emprendedores

EDU PROMPT LAB

From teaching intention to powerful prompts.

Create educational prompts step by step by defining your intention, your group and your evidence first. Use this tool to think better and direct AI with pedagogical judgement, not to outsource your decisions.

1. What do you want to activate?

Before designing the activity, decide what observable action you want to see.
If you write something generic, AI will give you something generic.

What do you want your group to be able to do? Do not write “learn about…”. Write an action you can observe: compare, justify, detect, apply, create, revise, transfer. Hint: start with an observable verb. If it cannot be seen, reviewed or discussed, it is still too abstract.

How will they show they have learned? A submitted product is not enough. Look for evidence of quality, improvement, decision-making, application or transfer. Hint: evidence should show quality, improvement or decision-making. A polished output is not enough.

See evidence examples

Weak: “They will show me their prompts.” Minimum: “They will show an initial prompt and an improved version, explaining what they changed and why.” Strong: “They will submit a prompt for a real task, including context, constraints, quality criteria and one next iteration after reviewing the AI response.”

Before moving on: does this evidence show learning, or just completion?

Yes: it shows quality, improvement, decision-making, application or transfer. I am not sure: I want AI to review the quality of this evidence. Not yet: I want AI to propose 3 ways to assess learning before designing.

2. The reality AI cannot ignore

Time, group size, technology and constraints change the design. AI does not know your classroom or context. You need to give it that reality.

Who is participating? Include age, stage, approximate number, attention level, group energy or educator profile.

What topic or challenge do you want to work on? Write the content, problem or situation you want to activate.

What do you already have in mind, even if it is rough? A hint is enough: comparison, online challenge, cards, response audit, exhibition, prototype... If you do not know yet, say it.

What conditions must not be ignored? Time, modality, resources, technology, space, participation or attention limits.

What do you not want to happen? Think of real risks: boredom, AI dependency, impossible logistics, flashy but empty activity. Hint: name what you want to avoid. AI often repeats clichés if you do not set limits.

3. What do you need from AI right now?

You are not choosing the type of activity. You are choosing the kind of help you need now.

Key idea: AI will use an expert role to be more useful, but you are only choosing the help you need at this moment. You can change the type of help later.

What kind of help do you need now?

What do you want to ask AI at this moment? Do not ask for everything. Ask for the next useful step: ideas, review, sequence, material, adaptation or criteria.

4. Ask, audit and iterate

The prompt is only the beginning of the conversation. Copy it into your AI tool, come back with the response and review it before accepting it.

A) Your powerful prompt

Instruction: this prompt works with any generative AI tool you have access to. You can paste it into ChatGPT, Claude, Gemini, Copilot or another LLM. It does not depend on a specific platform.

Before sending: read it once. What would you change before letting AI answer?

B) Educator audit · 6 filters Come back here with the AI response. Do not accept it blindly: use these filters to decide what to keep, correct or discard.

1. Is it verifiable? Are there claims, data, sources, authors or examples that need checking or traceability?

2. Is it contextual? Does it fit your group, level, available time, resources and real purpose?

3. Is it precise? Does it clearly define what the group will do and what evidence would show learning, improvement or decision-making?

4. Is it justified? Does it have pedagogical sense, or is it only an entertaining activity? Does it activate real thinking?

5. What risk is hidden? Could it contain bias, errors, omissions, dangerous simplifications or false certainty?

6. What do I decide? What will you use, correct, discard or refuse to outsource? Does it help you decide or give you a closed product?

C) If the response is not useful yet, continue the conversation with these prompts

Evidence and learning

Scope and length

Classroom reality

Verification

Copy this prompt to improve the response:

Select a flaw to generate a continuation prompt.

D) Give it a final format Criteria first. Format second. AI can organise the container, but it must not decide the pedagogy. I have reviewed the proposal with educator judgement and I want to prepare a final version to use or adapt.

Save context in this browser

You can save the information you have written on this device so you do not need to start from scratch next time. It is stored only in this browser on this computer. It is not sent to La EJE, shared with anyone or transferred outside your device. As a general rule when working with AI: never include identifiable personal data about yourself or your learners.

From teaching intention to powerful prompts.

1. What do you want to activate?

2. The reality AI cannot ignore

3. What do you need from AI right now?

4. Ask, audit and iterate

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