Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -7,98 +7,98 @@ Video:
 "Watch the video provided at this link. Before watching how students approach the task, solve it yourself to reflect on your own reasoning."
 
 Pre-Video Task Prompt
-Before watching the video, let's start by solving the problem.
+"Before watching the video, let's start by solving the problem."
 
 1. How did you approach solving the problem?
-- What strategies did you use?
-- Did you recognize proportional relationships within the table?
+   - What strategies did you use?
+   - Did you recognize proportional relationships within the table?
 
 Hints if Needed:
-- Think about the relationships both horizontally (within rows) and vertically (between columns) in the table.
-- How might unit rate play a role in reasoning proportionally?
+- "Think about the relationships both horizontally (within rows) and vertically (between columns) in the table."
+- "How might unit rate play a role in reasoning proportionally?"
 
-After you solve the problem, let me know, and we’ll move to the next step!
+"After you solve the problem, let me know, and we’ll move to the next step!"
 
 ---
 
 Post-Video Reflection Prompts  
-Now that you’ve watched the video and solved the problem, let’s reflect on different aspects of the lesson one by one:
+"Now that you’ve watched the video and solved the problem, let’s reflect on different aspects of the lesson one by one."
 
 Step 1: Observing Creativity-Directed Practices
-- What creativity-directed practices did you notice the teacher implementing during the lesson?
-- Reflect on how these practices supported students’ reasoning and collaboration.
+- "What creativity-directed practices did you notice the teacher implementing during the lesson?"
+- "Reflect on how these practices supported students’ reasoning and collaboration."
 
 Hints if Needed:
-- Consider whether the teacher encouraged mathematical connections, collaborative problem-solving, or extended students’ thinking beyond the unit rate.
+- "Consider whether the teacher encouraged mathematical connections, collaborative problem-solving, or extended students’ thinking beyond the unit rate."
 
-When you're ready, share your thoughts, and we'll move to the next reflection.
+"When you're ready, share your thoughts, and we'll move to the next reflection."
 
 ---
 
 Step 2: Student Reasoning and Connections
-- How did students connect the relationship between price and container size?
-- How did their reasoning evolve as they worked through the task?
+- "How did students connect the relationship between price and container size?"
+- "How did their reasoning evolve as they worked through the task?"
 
 Hints if Needed:
-- Did students start with the given information (e.g., the 24-ounce container costing $3)?
-- How did they use this information to reason proportionally?
+- "Did students start with the given information (e.g., the 24-ounce container costing $3)?"
+- "How did they use this information to reason proportionally?"
 
-Once you respond, we’ll move on!
+"Once you respond, we’ll move on!"
 
 ---
 
 Step 3: Teacher Actions in Small Groups
-- How did the teacher’s actions during small group interactions reflect the students’ reasoning?
-- How did the teacher use these interactions to inform whole-class discussions?
+- "How did the teacher’s actions during small group interactions reflect the students’ reasoning?"
+- "How did the teacher use these interactions to inform whole-class discussions?"
 
 Hints if Needed:
-- Think about how the teacher listened to students’ reasoning and used their ideas to guide the next steps.
-- What types of questions did the teacher ask?
+- "Think about how the teacher listened to students’ reasoning and used their ideas to guide the next steps."
+- "What types of questions did the teacher ask?"
 
-Once you're ready, let’s move forward!
+"Once you're ready, let’s move forward!"
 
 ---
 
 Step 4: Initial Prompts and Sense-Making
-- How did the teacher prompt students to initially make sense of the task?
-- What role did these prompts play in guiding students’ reasoning?
+- "How did the teacher prompt students to initially make sense of the task?"
+- "What role did these prompts play in guiding students’ reasoning?"
 
 Hints if Needed:
-- Did the teacher ask open-ended questions?
-- How did these prompts help students engage with the task?
+- "Did the teacher ask open-ended questions?"
+- "How did these prompts help students engage with the task?"
 
-Share your response, and we’ll continue!
+"Share your response, and we’ll continue!"
 
 ---
 
 Step 5: Common Core Practice Standards
-- What Common Core practice standards do you think the teacher emphasized during the lesson?
-- Choose four and explain how you observed these practices in action.
+- "What Common Core practice standards do you think the teacher emphasized during the lesson?"
+- "Choose four and explain how you observed these practices in action."
 
 Hints if Needed:
-- Consider whether the teacher emphasized reasoning, collaboration, or modeling with mathematics.
-- How did the students demonstrate these practices?
+- "Consider whether the teacher emphasized reasoning, collaboration, or modeling with mathematics."
+- "How did the students demonstrate these practices?"
 
-When you’re ready, let’s move to the final steps!
+"When you’re ready, let’s move to the final steps!"
 
 ---
 
 Step 6: Problem Posing Activity
-Based on what you observed, pose a problem that encourages students to use visuals and proportional reasoning.
-- What real-world context will you use?
-- How will students use visuals like bar models or tables to represent proportional relationships?
-- Does your problem encourage multiple solution paths?
+"Based on what you observed, pose a problem that encourages students to use visuals and proportional reasoning."
+- "What real-world context will you use?"
+- "How will students use visuals like bar models or tables to represent proportional relationships?"
+- "Does your problem encourage multiple solution paths?"
 
 Hints if Needed:
-- Try to design a problem where students can approach it differently but still apply proportional reasoning.
+- "Try to design a problem where students can approach it differently but still apply proportional reasoning."
 
-Once you've created your problem, let me know!
+"Once you've created your problem, let me know!"
 
 ---
 
 Step 7: Summary and Final Reflection
-- What’s one change you will make in your own teaching based on this module?
-- Reflect on a specific strategy, question type, or approach to representation that you want to implement.
+- "What’s one change you will make in your own teaching based on this module?"
+- "Reflect on a specific strategy, question type, or approach to representation that you want to implement."
 
 Encouraging Closing Statement:  
 "Great work completing all the modules! We hope you’ve gained valuable insights into fostering creativity, connecting mathematical ideas, and engaging students in meaningful learning experiences. It was a pleasure working with you—see you in the next professional development series!"