< PreviousTUTOR PROMPT CARD 311 INSTITUTE : THE FUTURE OF EDUCATION AND TRAINING : PROMPT ENGINEERING PURPOSE OF THIS SECTION In this section you will learn how to use prompt engineering to turn your Chatbot into a powerful, interactive, conversational TUTOR that can teach you about the topics you’re interested in by taking on the role of a personal 1:1 tutor. 1 PROMPT VARIABLES Use a combination of these Key Phrases or Variables to engineer your perfect prompt For more ideas try this prompt: LIST THE KEY PHRASES OR VARIABLES I CAN USE TO CREATE A TUTOR , WITH DESCRIPTIONS, AND AN EXAMPLE PROMPT AND EXAMPLE 2 EXAMPLE PROMPTS Here are two example prompts you can adapt to create your own tailored prompts 3 [ACTION] as a [ROLE] [ACTIVITY] about [SUBJECT] [Acting] as a [1:1 Tutor] [Teach Me] about [Biology] [ACTION] as an [SKILL LEVEL] [ROLE] in the [SUBJECT] [ACTIVITY] a [STUDENT TYPE] about [TOPIC] [Acting] as an [Expert] [1:1 Tutor] in the [Field of Genetics] [Teach] a [Year 7 Student] about [Evolution] ACTIONSKILL LEVELFORMATGRADETOPICROLESTYLESTUDENT TYPEACTIVITYSUBJECTOBJECTIVESTUTOR PROMPT CARD 311 INSTITUTE : THE FUTURE OF EDUCATION AND TRAINING : PROMPT ENGINEERING EXAMPLE RESULT Here is an excerpt of the generated result for our first example prompt ... 4 Great! Let’s start with the basics. Biology is a broad and complex field that covers many different areas. However, it essentially studies life in all its forms and processes. Here are some of the key aspects: 1. Cell Biology: Cell Biology is about the basic unit of life, the cell. It focuses on the structures and functions of cells, including their behaviors, interactions, and environment. There are two types of cells: Prokaryotic (those without a defined nucleus, like bacteria) and Eukaryotic (those with a defined nucleus, like plant and animal cells). 2. Evolution: Evolution is the process by which different kinds of living organisms are believed to have developed from earlier forms during the history of the earth. It’s the unifying theory of biology, explaining diversity and the shared features of life. Charles Darwin’s theory of evolution by natural selection is a pivotal concept in understanding evolution. 3. Ecology: Ecology is the study of the interactions between organisms and their environment. It looks at how different organisms affect each other, and how they are affected by their environment. It includes the study of individual organisms, populations, communities, ecosystems, and biosphere. These are just a few of the many different areas of biology, and each one can be broken down into even more specific subfields. As you learn more about biology, you’ll begin to see how these different areas interconnect and affect one another. Do you have a particular area you’re interested in, or should we continue with an overview?THE EXPONENTIAL FUTURES CURRICULUMT HE 311 Institute’s Exponential Futures Curriculum (EFC) which aligns with the United Nations Sustainability Development Goals (UN SDG) is a self- led or instructor led first of a kind future focused curriculum. Used by governments and schools around the world it’s being used to help them future proof their students and inspire them to change the world for the benefit of everyone and everything that inhabits it. Collectively, in partnership, we achieve this by providing students with the community, exponential mindset, and tools to help them envision the future and deep future, and succeed in a rapidly changing world where the rules that governed the past increasingly no longer apply and where the rate of technology led disruption, for better and worse, is accelerating exponentially. FUTURE PROOF AND MODULAR At a high level the curriculum is split into two distinct themes, each of which have their own distinct courses and both of which can be adapted on the fly as and when needed as the future evolves. The first theme is the Theory Module in which students discuss and explore all seventeen UN SDG, their associated global challenges and impacts, and then explore, learn about, and discuss the technologies and solutions that will help us solve those challenges. The second theme is the Practical Module where students are given the critical skills and thinking they need to build, launch, and scale their own exponential enterprises whose purpose it is to improve the world and solve the UN SDG challenges. When run together these themes, and the courses within them, reinforce one another to give students unparalleled insights into the forces and technologies changing our world and the skills to prosper from them. 214311institute.comEXPONENTIAL FUTURES CURRICULUM GOALS . Help you become future ready by future proofing your thinking and your skills. Give you the critical thinking and skills you need to envision, build, shape, and lead the future. Help you realise your full potential for the good of others and the planet. Give you access to a vibrant community whose sole purpose is to help you succeed. 215311institute.comA FUTURE PROOF CURRICULUMI N A previous chapter I discussed the soft skills I consider to be the most valuable to master if students are to stand a good chance of being able to adapt and prosper in tomorrow’s workforce, and let’s face it, as you’d probably expect there are a lot. Now though it’s time to turn our attention to the subjects themselves. Subjects are potentially one of the education systems more contentious areas to discuss if only for the fact that while everyone has a valid point, and are quite right, in saying that every subject is valuable, the fact of the matter is that there is a limited amount of time to fit them all in. As a result we need to prioritise subjects, but prioritise wisely without leaving potentially dangerous gaps in students knowledge that could have negative consequences later on. A NEW WAY OF TEACHING From subjects to Themes. Ever since the first formal curriculum was penned, something that’s thought to have taken place in Middle Egypt around 2,000 BC, subjects have largely been taught in silos with the connections between them being vague and inferred rather than clear and reinforcing, and I think this is both a mistake and an opportunity. An opportunity for us all to do substantially more and deliver better educational outcomes with less. WE MUST MOVE FROM TEACHING SUBJECTS TO CROSS DOMAIN THEMES Take, for example, history. It’s well understood that history is an important subject, but as we look to the future some argue that while interesting its relevance to many of us during our working lives is minimal, even though arguably it helps provide context to today’s socio-political culture. And the same’s also said to be true for geography, after all, when was the last time you had a discussion about Rill erosion? Today we dedicate comparatively huge amounts of time to subjects and topics that, while playing an important role in helping us advance our general knowledge add little value to our day to day lives later on in life, whether it’s domestically or professionally. Furthermore, some topics, for example, such as map reading, that used to be used quite often by people as they went about their daily business have been 217311institute.comautomated and made easier thanks to advances in technology, in this case sat navs, diminishing their importance. As a firm believer that students should have a good, grounded and rounded, level of general knowledge I also find it difficult to justify spending significant amounts of time to teaching topics that, once students leave the classroom, are all too often locked away and forgotten in what amounts to the high school locker in our brains. And I’m not the only one, as you’ll see later when we discuss alternative education strategies. On the face of things when it comes to figuring out which subjects to embrace it looks like we have two options. On the one hand we can keep what I’ll call broad base subjects as discrete subjects in the curriculum as we do today, or alternatively we can de-prioritise them and ditch them. But I think there’s a third way. A new approach that will not only help students still gain access to those important subjects, but also help bring them alive and reinforce them in new ways that help improve their relevance during our every day lives, and I call it “Connected Learning.” At its core connected learning de-constructs the formal and incidental boundaries between today’s individual, siloed subjects and brings topics that are generally taught in a static and isolated way to life. So let’s run through an example, and there are many I can choose from, but for now I’m going to illustrate the basic principle. Today history and geography are taught as distinctly separate subjects, and never the twain shall meet, but the two are often interrelated. Take, for example, the Notes: Connected Learning eliminates the barriers between traditionally siloed subjects and teaching strategies to bring topics to life in new ways while at the same time having a dramatic impact on the development of crucial soft skills. 218311institute.comMaginot Line, built by the French in the build up to World War II, and the glacial terrain of the Ardennes Forest. Traditionally these two topics, namely World War II and Glaciology, would be taught in complete isolation to one another by different teachers in different classrooms, but they, like so many other topics are intricately intertwined. After all, the French specifically avoided extending the Maginot Line into the Ardennes Forest because of its rugged terrain, which at the time they thought would be a deterrent to the heavily armoured German army. And this is the opportunity to change how we teach and bring subjects and topics to life in new ways. At a practical level I advocate that teachers and classrooms should be bought together to teach alongside one another, a communal teaching strategy if you will. Imagine, for example, in this case collapsing geography and history together, teaching students about the Maginot Line and educating them about how the Ardennes Forest region was geologically shaped by nature at the same time. Now start expanding the concept further, why not throw in lessons about economics by introducing discussions and debates about how the line was financed, where that financing came from and how it was structured, the politics that raged around it, design, manufacturing, military strategy, and many things besides. By exploring the benefits of connected learning suddenly we are de-constructing the distinct boundaries between individual subjects, and brining them to life in a way that not only provides student with valuable general knowledge, but that also helps them develop important soft skills that will be used in their everyday lives as they get older. We are also, and this part isn’t lost on me, eliminating the entire concept that underpins much of today’s education system - the principle of siloed subjects, siloed lessons, and siloed teaching. THE SUBJECTS As the future continues to evolve so too will the subjects we teach, irrespective of how they’re taught. In this section I look into what we could be teaching to help students future proof themselves, as much as possible at least, and for the sake of simplicity I’m going to lay it out in today’s traditional rote format and break them into Core and Notes: 219311institute.comNext >