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.

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

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.

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. Your powerful prompt

Copy this prompt into your AI model. It is designed to get useful help without giving away your pedagogical judgement.

Recommended mode: open your AI tool on the other half of the screen. Copy the prompt, paste it and read the answer. Do not accept it just because it sounds complete: come back here and audit it before using it.

Quick audit before accepting the response

Does the response lead to your evidence, or does it replace it?
Does it respect the parameters you defined?
Does it leave decisions for you, or does it close everything on your behalf?
What should you ask next: more options, reduce to real time, review conceptual errors or develop one option?

5. Deep audit, repair and packaging

Use this step when you want to review more critically, repair a weak response or package a proposal you have already validated.

A) Educator audit

Does the evidence show quality, improvement, decision-making or transfer, or only that something was submitted?
Does the response lead to the evidence you defined, or does it try to change the final product?
Does it respect your anti-patterns, or does it bring back a cliché you asked to avoid?
Does it activate observable thinking, or is it just an entertaining activity?
Does it fit your real conditions: time, resources, technology and attention?
Is the response minimal and applicable, or has it given you a huge answer that is hard to use?
Has it jumped ahead, developing sequences or materials when you only asked for options?
Are there possible conceptual errors, dangerous simplifications or content decisions you must review before using it?
Should you ask for more options, compare alternatives or reduce the proposal to the real time available?
Does it help you make better decisions, or does it give you a closed product you could accept without thinking?
If it includes data, authors or sources: are they verifiable, or should it mark [UNVERIFIED DATA]?

B) If it failed, choose a repair prompt

Repair prompt:

Select a flaw to generate a repair prompt.

C) Final packaging Criteria first. Format second. AI should change the container, not the pedagogy. I have reviewed the proposal with the educator audit and I want to prepare the final format.