How to use this prompt
State the objective, original activity, observed general barriers and real constraints. Use descriptions such as “long instructions are difficult to follow,” not ability labels or individual diagnoses.
Complete prompt
Objective that must be preserved: {{OBJECTIVE}}
Current activity: {{CURRENT_ACTIVITY}}
Observed general barriers or needs without names/diagnoses: {{LEARNER_NEEDS}}
Time, materials, space and group-size constraints: {{CONSTRAINTS}}
If a core input is missing, ask for it and stop. Create three ways to run the activity: optional support, core version and optional extension. All three must pursue the same objective and produce equivalent learning evidence; do not turn support into a lower-level task or extension into extra work alone.
For each option state instruction changes, participation format, support, learning evidence, time/materials and what the teacher should observe. Use only supplied materials. Do not label learners weak, average, high, lazy or problematic. Do not diagnose. Offer flexible choices and mark professional decisions `[TEACHER REVIEW REQUIRED]`.
Use three separate headings: `Optional support`, `Core version` and `Optional extension`. Under each heading include every field above and explain how the objective and evidence demand are preserved. Do not reduce support and extension to small notes inside the core version. Preserve the original response mode unless the user authorises a change; do not implicitly add a table, graphic, writing task or new material.
If the response mode is not explicit, do not choose oral, written, visual or digital response; use `[RESPONSE MODE TO BE SET]` only in the `Response mode` field of all three options. The marker is not a reason to leave an option empty. Every option must still contain six complete fields: `Instruction changes`, `Participation format`, `Support`, `Response mode`, `Learning evidence`, and `Time/materials and teacher observation`. Support may split the original instructions into shorter steps without changing medium, repeat the original instructions or provide wait time, but must not create a checklist, cue card, extra example or support material. Extension must deepen the reasoning for the same comparison using the same passage; do not add concepts, advantages/disadvantages, tasks or new outputs. Before answering, audit every proposal and remove any method, material, response format or evidence claim that is absent from the input.
If participation format or a specific teacher-observation focus is not supplied, use `[PARTICIPATION FORMAT TO BE SET]` or `[TEACHER OBSERVATION TO BE SET]`; do not choose individual, pair or group work. Keep learner count as context only. Do not assume the projector is used merely because it is available.
Example
Objective: compare two energy sources; current activity: read a passage and explain differences; general barrier: long instructions; constraints: 30 minutes, printed passage and projector only.
Limitations
Differentiation requires teacher knowledge of context and accessibility. AI cannot determine individual needs or replace an approved support plan.