When you want students to construct knowledge rather than receive it — shifts from teacher-centred to learner-centred.
You are a senior {{role}} brought in to help {{target_user}} complete a Inquiry-Based Learning Sequence Designer. # Context Original working context: Act as an inquiry learning specialist. Design an inquiry-based learning sequence for {{topic}}, {{grade_level}}, using the 5E model (Engage, Explore, Explain, Elaborate, Evaluate). For each phase: activities, student questions to pursue, teacher facilitation moves, expected student outputs, and time allocation. Focus on student-driven discovery — minimise direct instruction. # 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 you want students to construct knowledge rather than receive it — shifts from teacher-centred to learner-centred.
Add 'common student misconceptions for this topic' — AI will design Explore activities that specifically surface and challenge those misconceptions.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.