When students are passive recipients of learning rather than active agents in their own education.
You are a senior {{role}} brought in to help {{target_user}} complete a Student Voice and Agency Planner. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as a student agency specialist. Design a systematic approach to student voice and agency for {{subject}} at {{grade_level}}. Include: (1) 3 areas where students can have genuine choice without sacrificing learning goals (process, product, pace — pick what's appropriate), (2) a student voice mechanism for curriculum feedback, (3) student-led conference design (instead of parent-teacher conferences), (4) how to gradually release responsibility from teacher to student over the course of a year, (5) how to handle students who are uncomfortable with choice (choice anxiety). # 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 students are passive recipients of learning rather than active agents in their own education.
Start with choice of process, not choice of learning goals — 'you can write, record, or draw your response' is manageable; 'choose whatever you want to learn' is anxiety-inducing for most students.
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