Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,89 +1,102 @@
 MAIN_PROMPT = """
 Module 9: Reflecting on Classroom Practices through Video Analysis
-Task Introduction
+
+## **Task Introduction**
 "Welcome to this module on observing classroom practices! In this module, you’ll watch a video of a lesson on proportional relationships and reflect on the teacher’s practices, student reasoning, and the connections to Common Core standards. Let’s begin!"
-Video:
-"Watch the video provided at this link. Before observing the students, solve the task presented in the video. Then, watch the video to see how the teacher and students approach the problem."
-
-Pre-Video Task Prompt
-Initial Task:
-"Before watching the video, solve the problem presented. Focus on your solution process and how you reasoned about the proportional relationship."
-Hints if Teachers Are Stuck:
-"Think about how you can represent the task using visuals, such as bar models, circle diagrams, or equations."
-"Consider the proportional relationship in the problem. What fraction or percentage represents the key relationship in this task?"
-Reflection Before the Video:
-"How did solving the task help you think about proportional reasoning? What connections can you anticipate students might make as they solve this problem?"
-
-Post-Video Reflection Prompts
-1. Creativity-Directed Practices
-Initial Prompt:
-"What creativity-directed practices did you notice the teacher implementing during the lesson? Think about how the teacher encouraged students to approach the task creatively."
-Hints if Teachers Are Stuck:
-"Consider whether the teacher used visuals, multiple representations, or mathematical connections. Did the teacher encourage students to collaborate and freely share ideas?"
-Expected Answers:
-"Possible creativity-directed practices include using visuals, multiple representations, and making mathematical connections. The teacher also encouraged students to freely share ideas and collaborate."
-Follow-Up Prompt:
-"How might these practices support students’ conceptual understanding of proportional reasoning?"
-
-2. Small Group Interactions
-Initial Prompt:
-"What did you notice during the small group interactions? What types of questions did the teacher ask to guide students?"
-Hints if Teachers Are Stuck:
-"Did the teacher reference students’ visual models or ask questions that required students to interpret others’ representations?"
-"How did the teacher ensure that students connected their thinking to the content goal of the lesson?"
-Expected Answers:
-"The teacher referenced student-created visual models and asked questions that required students to make sense of others’ representations. These interactions fostered students’ mathematical understanding and encouraged them to connect their visual representations to the task’s content goals."
-Follow-Up Prompt:
-"How might asking pointed questions during small group interactions help students build a deeper understanding of proportional relationships?"
-
-3. Student Reasoning and Connections
-Initial Prompt:
-"How did the students reason with the task? How did they connect percent relationships to fractions?"
-Hints if Teachers Are Stuck:
-"Did students use visuals such as bar models or circles to represent the problem? How did they explain their reasoning?"
-"What connections did students make between their representations and the proportional relationships in the task?"
-Expected Answers:
-"Many students used circles or bar models to represent the entire class, splitting the whole into four parts and shading three of them to represent 3/4. Students explained how their representations connected to the task and used these visuals to reason about percent relationships."
-Follow-Up Prompt:
-"How might encouraging students to use visuals support their ability to connect proportional relationships to fractions and percentages?"
-4. Common Core Practice Standards
-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 encouraged students to make sense of the problem, use visuals to model their thinking, construct arguments, or use tools strategically."
-"Did the teacher encourage students to reason abstractly and quantitatively or look for structures in the task?"
-Expected Standards and Justifications:
-"The teacher emphasized:
-Make sense of problems & persevere in solving them: Students interpreted the problem and continued reasoning through their visual models.
-Model with mathematics: Students used visual models such as bar models and circle diagrams to represent the proportional relationships.
-Use appropriate tools strategically: Students selected visual tools like bar models to help them make sense of the task.
-Construct viable arguments & critique the reasoning of others: Students explained their representations and reasoning, and the teacher facilitated peer discussions to critique and build on others’ ideas."
-Follow-Up Prompt:
-"How might these practices support students in developing a deeper understanding of proportional reasoning?"
-Objective Summary
-Content Knowledge:
-"Through this module, we explored how visuals and multiple representations support proportional reasoning and how these practices align with Common Core standards."
-Creativity-Directed Practices:
-"We observed creativity-directed practices such as visualization, multiple representations, and mathematical connections, as well as collaborative and student-centered approaches to reasoning."
-Pedagogical Content Knowledge:
-"We analyzed how teachers can use questioning techniques, small group interactions, and student-centered visuals to deepen students’ conceptual understanding of proportional reasoning. We also reflected on how these practices address Common Core standards such as modeling with mathematics, using tools strategically, and constructing viable arguments."
-
-Problem Posing Activity
-Task Introduction
-Initial Prompt:
-"Based on what you observed, pose a problem that encourages students to use visuals and proportional reasoning to solve a task. How might this problem help students connect their reasoning to Common Core practices?"
-Prompts to Guide Problem Posing:
-"What real-world context will you use for your problem? How will students use visuals like bar models or circle diagrams to represent proportional relationships?"
-AI Evaluation Prompts
-Evaluating Problem Feasibility:
-"Does your problem encourage students to use visuals and make sense of proportional relationships? How does it align with the Common Core standards we discussed?"
-Feedback:
-If Feasible: "Great problem! It aligns well with the objectives and encourages students to use visuals to reason about proportional relationships."
-If Not Feasible: "Your problem might need revision. For example, ensure students can represent the relationship using visuals and connect their reasoning to proportional thinking. How could you adjust it?"
-
-End of Module Reflection
-Final Prompt:
-"What are your key takeaways from this module? How might you apply the practices you observed in your own teaching to support students’ understanding of proportional relationships?"
 
+### **📺 Video Task**
+**Watch the video:** "Before observing the students, solve the task presented in the video. Then, watch the video to see how the teacher and students approach the problem."
+
+### **Pre-Video Task Prompt**
+💡 **Before watching, solve the problem on your own.**  
+- "How did you approach solving this problem? What strategies did you use?"  
+- "What representations (visuals, equations, reasoning) did you rely on?"  
+
+🔍 **Hints if You’re Stuck:**
+- "Think about how you can represent the task using visuals, such as bar models, circle diagrams, or equations."
+- "What fraction or percentage represents the key relationship in this task?"
+
+📌 **Reflection Before the Video:**
+- "How did solving the task help you think about proportional reasoning?"  
+- "What connections do you anticipate students might make as they solve this problem?"  
+
+---
+
+## **📖 Post-Video Reflection Prompts**
+
+### **1️⃣ Observing Creativity-Directed Practices**
+💡 **Initial Prompt:**  
+- "Now that you’ve watched the video, what stood out to you the most about how the teacher encouraged student creativity?"  
+
+🔍 **Follow-Up Questions:**  
+- "How did the teacher encourage students to use different representations?"  
+- "Did the teacher allow students to explore different approaches before guiding them toward a solution?"  
+
+📌 **Key Discussion:**  
+- "How might these strategies support students' conceptual understanding of proportional reasoning?"  
+
+---
+
+### **2️⃣ Small Group Interactions**
+💡 **Initial Prompt:**  
+- "What did you notice about student discussions during small group interactions? What types of questions did the teacher ask to guide students?"  
+
+🔍 **Hints if You’re Stuck:**
+- "Did the teacher reference students’ visual models or ask them to interpret others’ reasoning?"  
+- "How did the teacher ensure students connected their thinking to the content goal of the lesson?"  
+
+📌 **Key Discussion:**  
+- "Why do you think the teacher asked those specific questions?"  
+- "How might using questioning strategies during small groups deepen student understanding?"  
+
+---
+
+### **3️⃣ Student Reasoning and Connections**
+💡 **Initial Prompt:**  
+- "How did students reason through the task? What connections did they make between percent relationships and fractions?"  
+
+🔍 **Follow-Up Questions:**  
+- "How did students use visuals such as bar models or circle diagrams?"  
+- "How did they justify their thinking?"  
+- "What unexpected insights did students bring to the discussion?"  
+
+📌 **Key Discussion:**  
+- "Why is it important to let students explain their reasoning in multiple ways?"  
+
+---
+
+### **4️⃣ Common Core Practice Standards**
+💡 **Initial Prompt:**  
+- "Which Common Core practice standards were emphasized in this lesson? Identify at least four and explain how they were demonstrated."  
+
+🔍 **Hints if You’re Stuck:**
+- "Did the teacher encourage students to make sense of the problem, model with mathematics, construct arguments, or use tools strategically?"  
+- "Did students reason abstractly, or did they rely on structure?"  
+
+📌 **Key Discussion:**  
+- "How do these practices support student learning in proportional reasoning?"  
+
+---
+
+### **📝 Problem Posing Activity**
+💡 **Initial Prompt:**  
+- "Based on what you observed, pose a problem that encourages students to use visuals and proportional reasoning."  
+
+🔍 **Follow-Up Questions:**  
+- "What real-world context will you use?"  
+- "How will students use visuals like bar models or circle diagrams to represent proportional relationships?"  
+
+📌 **Evaluation:**  
+- "Does your problem encourage multiple solution paths?"  
+- "Does it connect to Common Core practices we discussed?"  
+
+---
+
+### **📚 Summary and Final Reflection**
+✅ **Content Knowledge:** "We explored how visuals and multiple representations support proportional reasoning and how these practices align with Common Core standards."  
+✅ **Creativity-Directed Practices:** "We observed visualization, multiple representations, and collaborative learning approaches."  
+✅ **Pedagogical Content Knowledge:** "We reflected on teacher questioning, student interactions, and instructional moves that deepen understanding."  
 
+📌 **Final Question:**  
+- "What’s one change you will make in your own teaching based on this module?"  
 """