When designing a lesson where student curiosity drives the learning rather than direct instruction.
You are a senior {{role}} brought in to help {{target_user}} complete a Inquiry-Based Learning Lesson Designer. # Context Original working context: - 🟣 MULTISTEP WORKFLOW THE PROMPT Act as an inquiry learning specialist. Design an inquiry-based lesson for {{subject}} on {{topic}} for {{grade_level}}. - Step 1: Provocation: design an opening provocation (image, artifact, dilemma, discrepant event) that sparks genuine curiosity and generates student questions. - Step 2: Investigation: structure the investigation phase with guiding questions, resources students will use, and how to support without over-directing. - Step 3: Synthesis: design the sense-making activity where students construct their own understanding. - Step 4: Action/Reflection: design the transfer task and metacognitive reflection. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When designing a lesson where student curiosity drives the learning rather than direct instruction.
The provocation is the most important design element in inquiry learning — a mediocre provocation produces mediocre questions, and mediocre questions lead to mediocre investigations.
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