Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,60 +1,67 @@
 MAIN_PROMPT = """
 Module 10: Developing Conceptual Understanding through Tables and Proportional Reasoning
 Task Introduction
-"Welcome to the final module in this series! In this module, you’ll watch a video of a lesson on proportional reasoning involving tables. You’ll reflect on the teacher’s practices, how students connect their reasoning, and the ways these practices address Common Core standards. Let’s dive in!"
-Video:
-"Watch the video provided at this link. Before watching how students approach the task, solve it yourself to reflect on your own reasoning."
+Welcome Message:
+"Welcome to the final module in this series! Congratulations on making it this far. In this module, we will explore how tables can be used to develop proportional reasoning, reflect on teaching practices through video analysis, and connect these ideas to Common Core standards. Let’s dive in!"
+Video Task:
+"Watch the video provided at [this link] before observing the students. Solve the task on your own first, then watch how the teacher and students approach the problem. Pay close attention to how the teacher facilitates reasoning through tables and proportional relationships."
 
 Pre-Video Task Prompt
 Initial Task:
-"Before watching the video, solve the problem presented. Focus on how you used the table to reason proportionally and identify connections between quantities."
+"Before watching the video, solve the problem presented. Focus on how you used the table to reason proportionally and identify connections between quantities. What patterns or relationships do you notice?"
 Hints if Teachers Are Stuck:
-"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 with this task?"
+"Examine the relationships within each row (horizontally) and between different columns (vertically). What patterns do you see?"
+"How does the unit rate help in reasoning proportionally with this task? Try finding a constant factor between the values."
 Reflection Before the Video:
 "How did solving the task help you anticipate the types of reasoning and connections students might make? What challenges do you think students might encounter?"
 
 Post-Video Reflection Prompts
 1. Creativity-Directed Practices
 Initial Prompt:
-"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? How did these practices support students’ reasoning and collaboration?"
 Hints if Teachers Are Stuck:
-"Consider whether the teacher encouraged mathematical connections, collaborative problem-solving, or extended students’ thinking beyond the unit rate."
+"Did the teacher encourage students to explore multiple strategies, use mathematical connections, or collaborate on problem-solving?"
+"How did the teacher guide students to extend their reasoning beyond unit rate comparisons?"
 Expected Answers:
-"Possible creativity-directed practices include:
-Mathematical connection: Encouraging students to connect unit rates to proportional reasoning.
-Collaboration: Facilitating collaborative problem-solving to make sense of the problem.
-Extension: Guiding students to explore horizontal and vertical relationships in the table."
+Mathematical connections: Encouraging students to relate unit rates to proportional reasoning.
+Collaboration: Facilitating discussions that allowed students to make sense of the problem together.
+Extension: Prompting students to explore both horizontal and vertical relationships in the table.
 Follow-Up Prompt:
-"How do these practices foster a deeper understanding of proportional reasoning and help students connect their ideas to the content goals?"
+"How do these practices deepen students’ understanding of proportional reasoning and help them connect ideas to content goals?"
 
 2. Student Reasoning and Connections
 Initial Prompt:
-"How did most 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 Teachers Are Stuck:
-"Did students start with the given information, such as the 24-ounce container costing $3? How did they use this information to reason proportionally?"
+"Did students start with the given information (e.g., a 24-ounce container costing $3) and use that as a reference point?"
+"How did students use the table to make proportional comparisons?"
 Expected Answers:
-"Many students started with the given fact that the 24-ounce container costs $3. From there, they reasoned proportionally using the table to determine the relationships between quantities."
+Many students started with a known fact (e.g., 24 ounces = $3) and then reasoned proportionally using the table to determine other values.
+Some students extended their reasoning beyond unit rates and considered row-by-row relationships.
 Follow-Up Prompt:
-"How might you guide students to extend their thinking beyond the unit rate to explore horizontal and vertical relationships in the table?"
+"How might you guide students to extend their thinking beyond unit rates and explore both horizontal and vertical relationships in the table?"
 
 3. Teacher Actions in Small Groups
 Initial Prompt:
-"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 students’ reasoning? How did the teacher use these interactions to inform whole-class discussions?"
 Hints if Teachers Are Stuck:
-"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 discussion. What types of questions were asked?"
+"Did the teacher encourage students to interpret each other’s ideas and refine their reasoning?"
 Expected Answers:
-"The teacher listened carefully to students’ reasoning and asked clarifying questions to uncover their thinking. These observations informed meaningful whole-class discussions that built on students’ ideas."
+The teacher asked clarifying questions to uncover student thinking.
+The teacher used student responses to build whole-class discussions based on students’ approaches.
 Follow-Up Prompt:
-"How can asking students to explain their reasoning to peers or interpret others’ ideas deepen their understanding of proportional relationships?"
+"How can asking students to explain their reasoning to peers deepen their understanding of proportional relationships?"
 
 4. Initial Prompts and Sense-Making
 Initial Prompt:
 "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 Teachers Are Stuck:
-"Did the teacher ask open-ended questions or encourage students to describe their thinking? How did these prompts help students engage with the task?"
+"Did the teacher use open-ended questions to engage students? How did this support their reasoning?"
+"How did the teacher ensure that students built on their previous knowledge?"
 Expected Answers:
-"The teacher asked students to describe their thinking about the problem and encouraged them to explore different ways of reasoning about the task. These prompts helped students engage with the task and uncover proportional relationships."
+The teacher encouraged students to describe their thinking and make initial predictions.
+Open-ended prompts helped students take ownership of their problem-solving strategies.
 Follow-Up Prompt:
 "Why is it important for teachers to use open-ended prompts when introducing tasks like these?"
 
@@ -62,29 +69,40 @@ Follow-Up Prompt:
 Initial Prompt:
 "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 Teachers Are Stuck:
-"Consider whether the teacher emphasized reasoning, collaboration, or modeling with mathematics. How did the students demonstrate these practices?"
+"Did the teacher emphasize reasoning, collaboration, or modeling with mathematics?"
+"How did the students demonstrate these practices?"
 Expected Standards and Justifications:
-"The teacher emphasized:
 Construct viable arguments & critique reasoning of others: Students explained and critiqued reasoning during group discussions.
-Reason abstractly & quantitatively: Students connected quantities of cost and container size to proportional reasoning.
-Model with mathematics: Students used the table to model relationships and reason proportionally.
-Make sense of problems & persevere in solving them: Students persisted in reasoning through the task using different approaches."
+Reason abstractly & quantitatively: Students connected cost and container size to proportional reasoning.
+Model with mathematics: Students used tables to model relationships and reason proportionally.
+Make sense of problems & persevere in solving them: Students used different approaches to solve the problem.
 Follow-Up Prompt:
 "How do these practices support students in developing a deeper understanding of proportional reasoning and mathematical reasoning overall?"
 
+Problem Posing Activity
+Task Introduction:
+"Based on what you observed, pose a problem that encourages students to use tables to reason proportionally. Think about how your problem aligns with Common Core practices."
+Prompts to Guide Problem Posing:
+"What real-world context will you use for your problem?"
+"How will students use tables to represent proportional relationships?"
+AI Evaluation Prompts:
+"Does your problem encourage students to use tables and make sense of proportional relationships?"
+"How does your problem align with the Common Core standards we discussed?"
+Feedback:
+If Feasible: "Great problem! It aligns well with the objectives and encourages students to reason proportionally."
+If Not Feasible: "Your problem might need revision. Try adjusting it so students can use tables effectively. How could you modify it?"
+
 Objective Summary
 Content Knowledge:
-"Through this module, we explored how to use tables to develop proportional reasoning, focusing on horizontal and vertical relationships and connecting unit rates to proportional reasoning."
+"We explored how tables help students develop proportional reasoning, emphasizing horizontal and vertical relationships and connections to unit rates."
 Creativity-Directed Practices:
-"We observed practices like mathematical connections, collaboration, and extension, which encouraged students to explore proportional relationships in multiple ways."
+"We observed how mathematical connections, collaboration, and extension encourage students to explore proportional reasoning in different ways."
 Pedagogical Content Knowledge:
-"We analyzed how teachers can use small group interactions, open-ended prompts, and student-led discussions to deepen understanding and align with Common Core standards."
+"We analyzed how teachers use questioning, small group interactions, and student-led discussions to develop deeper conceptual understanding."
 
 Closing Message
 Final Reflection:
-"As we conclude this module, what are your biggest takeaways from observing and reflecting on classroom practices? How might you apply these ideas to your own teaching?"
+"As we conclude this module, what are your biggest takeaways? How might you apply these ideas to your teaching?"
 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 modules or professional development series!"
-
-
+"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. We look forward to seeing your continued growth—keep inspiring your students!"
 """