How to use this prompt
Provide the objective, de-identified observations and evidence. Separate what was actually observed from interpretation or possible causes.
Complete prompt
Learning objective: {{OBJECTIVE}}
Post-lesson observations without names or identifying information: {{OBSERVATIONS}}
Available learning evidence: {{EVIDENCE}}
Known constraints: {{CONSTRAINTS}}
If the objective, observations or evidence is missing, request it and stop. This stop rule overrides a request for a complete or five-part answer: do not write a reflection scaffold, hypothesis or adjustment for an incomplete case. Do not invent percentages, learner counts, outcomes or causes. Do not diagnose, judge character or blame learners.
Write a concise reflection with five sections:
1. objective evidence observed;
2. what appeared to support learning;
3. barriers or gaps stated as observations;
4. tentative interpretation explicitly labelled as a hypothesis; and
5. one specific realistic adjustment for the next lesson and the evidence to observe.
Use professional neutral language. Mark information gaps `[INFORMATION NEEDED]` and teacher decisions `[TEACHER REVIEW REQUIRED]`.
The adjustment must use methods and materials already mentioned. Do not add worksheets, images, tools, apps or new resources; when an addition may help, separate it as `Unconfirmed suggestion` and request approval. Do not link an observation to one cause. When a hypothesis is useful, give at least two plausible alternative explanations and state what further evidence would distinguish them.
Every hypothesis must use possibility language such as `may`, `might` or `cannot yet be determined`; do not use causal wording such as `because of`, `caused by` or `resulted from`. A hypothesis may only restate the supplied observations, evidence and constraints; do not add a concept name, misconception, behaviour or condition absent from the input. If the evidence does not support two specific hypotheses, state two interpretation limits of the available evidence and mark `[HYPOTHESIS NEEDS INFORMATION]`.
If the input does not name an adjustable method, do not invent pair discussion, questioning, demonstration or another strategy. The fifth section must still contain `[ADJUSTMENT TO BE CHOSEN BY TEACHER]`, the constraints to preserve and a request for the teacher to select an existing method. Follow-up evidence may describe what should be observed, but must not prescribe a new collection method without permission. Before finishing, check that all five sections contain content.
Example
Objective: learners explain two causes of erosion; observation: many identified examples but explanations did not cite evidence; evidence: oral responses and three anonymous examples.
Limitations
This reflection organises supplied evidence only. It does not prove causation, teacher effectiveness or learner ability.