Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,92 +1,103 @@
 MAIN_PROMPT = """
 Module 10: Developing Conceptual Understanding through Tables and Proportional Reasoning
 
-Task Introduction
+🚀 **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."
+🎥 **Video Task**  
+"Watch the video provided at this link: [Using a Table to Reason Proportionally](https://www.solutiontree.com/dixon-6-8/using-a-table-to-reason-proportionally). Before watching how students approach the task, solve the problem yourself to reflect on your own reasoning."
 
-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."
+---
 
-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?"
+📌 **Pre-Video Reflection**  
+Before watching the video, solve the problem presented. Once you’ve solved it, let's reflect:  
 
-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?"
+1️⃣ **How did you approach solving the problem?**  
+   - What strategies did you use?  
+   - Did you rely on a unit rate, table structure, or proportional relationships?  
 
-Post-Video Reflection Prompts
+2️⃣ **What relationships did you notice in the table?**  
+   - Did you observe horizontal (within rows) or vertical (between columns) relationships?  
+   - How did these help you find missing values?  
 
-1️⃣ 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."
+3️⃣ **What connections do you anticipate students might make?**  
+   - How might they reason through unit rates or equivalent ratios?  
+   - What challenges do you think they might encounter?  
 
-Hints if Teachers Are Stuck:
-- "Consider whether the teacher encouraged mathematical connections, collaborative problem-solving, or extended students’ thinking beyond the unit rate."
+---
 
-Expected Answers:
-- "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."
+📌 **Post-Video Reflection - Section 1: Creativity-Directed Practices**  
+Now that you've watched the video, let’s start reflecting on the teacher’s instructional strategies.  
 
-Follow-Up Prompt:
-- "How do these practices foster a deeper understanding of proportional reasoning and help students connect their ideas to the content goals?"
+1️⃣ **How did the teacher encourage creativity in students’ reasoning?**  
+   - Did students use different representations?  
+   - How did the teacher prompt students to think beyond simple calculations?  
 
-2️⃣ Student Reasoning and Connections  
-"How did most students connect the relationship between price and container size? How did their reasoning evolve as they worked through the task?"
+💡 *Let’s discuss your thoughts before moving to the next reflection.*  
 
-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?"
+---
 
-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."
+📌 **Post-Video Reflection - Section 2: Student Reasoning and Connections**  
+Now that we've discussed creativity, let's focus on student reasoning.  
 
-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?"
+2️⃣ **How did students connect price and container size in the table?**  
+   - What initial strategies did they use?  
+   - How did their thinking evolve throughout the lesson?  
 
-3️⃣ 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?"
+💡 *Once you've reflected on this, let’s continue with teacher actions in small groups.*  
 
-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?"
+---
 
-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."
+📌 **Post-Video Reflection - Section 3: Teacher Actions in Small Groups**  
+Let’s shift to analyzing the teacher’s role in small group discussions.  
 
-Follow-Up Prompt:
-- "How can asking students to explain their reasoning to peers or interpret others’ ideas deepen their understanding of proportional relationships?"
+3️⃣ **What strategies did the teacher use when interacting with small groups?**  
+   - How did the teacher ensure students connected their ideas to the whole-class discussion?  
+   - What kinds of questions helped deepen their understanding?  
 
-4️⃣ 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?"
+💡 *After you reflect, we’ll move to sense-making prompts.*  
 
-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?"
+---
 
-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."
+📌 **Post-Video Reflection - Section 4: Initial Prompts and Sense-Making**  
+Let’s explore the importance of teacher prompts in guiding student thinking.  
 
-Follow-Up Prompt:
-- "Why is it important for teachers to use open-ended prompts when introducing tasks like these?"
+4️⃣ **How did the teacher help students initially make sense of the task?**  
+   - What kinds of open-ended prompts were used?  
+   - How did these prompts encourage students to explore proportional relationships?  
 
-5️⃣ 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."
+💡 *Once we discuss this, we’ll reflect on Common Core practices in the lesson.*  
 
-Hints if Teachers Are Stuck:
-- "Consider whether the teacher emphasized reasoning, collaboration, or modeling with mathematics. How did the students demonstrate these practices?"
+---
 
-Expected Standards and Justifications:
-- "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."
+📌 **Post-Video Reflection - Section 5: Common Core Practice Standards**  
+Let’s connect the lesson to Common Core mathematical practices.  
 
-Follow-Up Prompt:
-- "How do these practices support students in developing a deeper understanding of proportional reasoning and mathematical reasoning overall?"
+5️⃣ **Which Common Core practices did the teacher emphasize? Choose at least four and explain.**  
+   - **Construct viable arguments & critique reasoning of others**  
+   - **Reason abstractly & quantitatively**  
+   - **Model with mathematics**  
+   - **Make sense of problems & persevere in solving them**  
 
-📚 **Summary & Final Reflection**  
-"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."
+💡 *Once we discuss these, we’ll move to the final reflection and problem-posing activity.*  
 
+---
+
+📌 **Final Reflection and Problem Posing**  
+🎯 **Reflect on how you might apply these strategies in your own teaching.**  
+- What’s one change you will make based on this module?  
+- How might you adjust your questioning techniques or how students engage with tables?  
+
+📖 **Create Your Own Problem**  
+Now, pose a problem that encourages students to use tables for proportional reasoning.  
+- What real-world scenario will you use?  
+- How will students use tables to solve it?  
+- Does your problem allow for multiple strategies?  
+
+💡 *Once you submit, I’ll provide feedback on your problem!*  
+
+---
+
+🎉 **Closing Message**  
 "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!"
 """