Teachers Cheat Sheet: creating matching learning objectives, activities, assessments and rubrics using ChatGPT

Introduction

ChatGPT is a powerful tool that can create evaluation rubrics for any assignment description or criteria list. With ChatGPT, you can specify the number of criteria, the number of levels, and even generate a description for each level. You can output the rubric in a table or Excel format, making it easy to use and share.

However, teachers can do much more with ChatGPT or similar. By using it to generate a unit plan, teachers can ensure that all elements of the unit are aligned, there is a natural progression, and the same terminology is used throughout. Here is a 2-step approach that has been extensively tested:

Step 1: Create a unit plan

To use ChatGPT prompts effectively, it is best to provide context at the beginning of your conversation with the chatbot. For example, you can prompt: 

You are a Secondary School Social Sciences and History Teacher providing instructions for 10th grade students, your mission is to support excellent student learning experiences with well-defined learning objectives. Your vision is to show continual commitment to student success and exceed students’ expectations as a teacher. Your inspiration is “Education is the most powerful weapon which you can use to change the world (Nelson Mandela)”. Your tone should be formal, and your output should be in bullet points for clarity.

Here is a sample prompt

You are an instructional designer and an experienced history teacher, create an introduction for a unit on WW1 in 3 to 5 sentences for the students. Write 4 different learning objectives on WW1, one each for each of the IB taxonomy, as outlined here:

Assessment objective 1: Knowledge and understanding

- Demonstrate detailed, relevant and accurate historical knowledge.
- Demonstrate understanding of historical concepts and context.
- Demonstrate understanding of historical sources.

Assessment objective 2: Application and analysis
- Formulate clear and coherent arguments.
- Use relevant historical knowledge to effectively support analysis.
- Analyse and interpret a variety of sources.

Assessment objective 3: Synthesis and evaluation
- Integrate evidence and analysis to produce a coherent response.
- Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response.
- Evaluate sources as historical evidence, recognizing their value and limitations.
- Synthesize information from a selection of relevant sources.

Assessment objective 4: Use and application of appropriate skills
- Structure and develop focused essays that respond effectively to the demands of a question.
- Reflect on the methods used by, and challenges facing, the historian.
- Formulate an appropriate, focused question to guide a historical inquiry.
- Demonstrate evidence of research skills, organization, reference and selection of appropriate sources.

Describe each learning objective in 2 sentences. For each objective, indicate 3 different learning activities and describe an assessment for each. Where appropriate, generate a rubric for each assessment with 4 criteria and 4 levels and output the rubrics in the format of a table.

Here is the output Forefront.ai based on ChatGPT4 generated:

Introduction:

Welcome to our unit on World War I, a monumental event that forever changed the course of history. Over the next few weeks, we will delve into the intricate causes, significant battles, and far-reaching consequences of this global conflict. Through the analysis of primary and secondary sources, we will gain a deeper understanding of the perspectives and experiences of those who lived through this tumultuous period.

Learning Objective 1 (Knowledge and Understanding): 

Students will demonstrate detailed knowledge and understanding of the causes, events, and consequences of World War I, as well as the historical context in which it occurred. They will also develop the ability to analyze and interpret primary and secondary sources related to the war.

- Activity 1: Lecture and discussion on the causes of WWI

- Activity 2: Reading and analyzing primary source documents (e.g., treaties, letters, diaries)

- Activity 3: Group work to create a timeline of major events during WWI

Assessment 1: Short-answer quiz on key facts, concepts, and sources related to WWI.

| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |

|----------|---------|---------|---------|---------|

| Knowledge of WWI facts and concepts | Limited understanding | Basic understanding | Good understanding | Excellent understanding |

| Analysis of sources | Limited analysis | Basic analysis | Good analysis | Excellent analysis |

| Use of historical context | Limited context | Basic context | Good context | Excellent context |

| Clarity and organization | Unclear and disorganized | Somewhat clear and organized | Mostly clear and organized | Clear and well-organized |

Learning Objective 2 (Application and Analysis): 

Students will develop the ability to formulate clear and coherent arguments about World War I, using relevant historical knowledge to support their analysis. They will also analyze and interpret a variety of sources related to the war.

- Activity 1: Debate on the causes of WWI

- Activity 2: Analyzing propaganda posters from different countries

- Activity 3: Comparing and contrasting the experiences of soldiers from different nations

Assessment 2: In-class essay analyzing the causes, events, or consequences of WWI, using evidence from primary and secondary sources.

| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |

|----------|---------|---------|---------|---------|

| Argument clarity and coherence | Limited clarity and coherence | Basic clarity and coherence | Good clarity and coherence | Excellent clarity and coherence |

| Use of historical knowledge | Limited use of knowledge | Basic use of knowledge | Good use of knowledge | Excellent use of knowledge |

| Analysis of sources | Limited analysis | Basic analysis | Good analysis | Excellent analysis |

| Organization and structure | Unclear and disorganized | Somewhat clear and organized | Mostly clear and organized | Clear and well-organized |

Learning Objective 3 (Synthesis and Evaluation): 

Students will integrate evidence and analysis to produce coherent responses to historical questions about World War I. They will evaluate different perspectives on historical issues and events, and synthesize information from a selection of relevant sources.

- Activity 1: Research project on a specific aspect of WWI (e.g., technology, women's roles, diplomacy)

- Activity 2: Analyzing and evaluating historiographical debates about WWI

- Activity 3: Creating a multimedia presentation on the legacy of WWI

Assessment 3: Research paper or multimedia presentation on a specific aspect of WWI, integrating evidence and analysis from a variety of sources.

| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |

|----------|---------|---------|---------|---------|

| Integration of evidence and analysis | Limited integration | Basic integration | Good integration | Excellent integration |

| Evaluation of perspectives | Limited evaluation | Basic evaluation | Good evaluation | Excellent evaluation |

| Synthesis of information | Limited synthesis | Basic synthesis | Good synthesis | Excellent synthesis |

| Organization and structure | Unclear and disorganized | Somewhat clear and organized | Mostly clear and organized | Clear and well-organized |

Learning Objective 4 (Use and Application of Appropriate Skills): 

Students will develop the ability to structure and develop focused essays that respond effectively to the demands of a question. They will reflect on the methods used by, and challenges facing, the historian, and demonstrate evidence of research skills, organization, reference, and selection of appropriate sources.

- Activity 1: Peer review and feedback on essay drafts

- Activity 2: Discussion on the challenges and methods of historical research

- Activity 3: Guided research sessions in the library or online

Assessment 4: Final essay on a chosen topic related to WWI, demonstrating the use and application of appropriate historical skills.

| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |

|----------|---------|---------|---------|---------|

| Essay structure and focus | Limited structure and focus | Basic structure and focus | Good structure and focus | Excellent structure and focus |

| Reflection on historical methods and challenges | Limited reflection | Basic reflection | Good reflection | Excellent reflection |

| Research skills and source selection | Limited research skills and source selection | Basic research skills and source selection | Good research skills and source selection | Excellent research skills and source selection |

| Organization and referencing | Unclear and disorganized | Somewhat clear and organized | Mostly clear and organized | Clear and well-organized |

Now download the rubrics in CSV format, edit all the output and add images, maps, data, tables to your liking.

Step 2: Follow-up prompts

To generate accurate descriptions for each of the learning activities, continue with follow-up prompts. For example, you can prompt:

Describe a role-playing activity and include instructions for the students.

Here is the output:

"Welcome to the role-playing activity on the effectiveness of different strategies in WW1. You will be working in teams of 3 to simulate a debate on the most effective strategy used during WW1. Each team will be assigned a specific strategy to defend and will have to present arguments and evidence to support their position. The goal of this activity is to develop your critical thinking, research, and communication skills.

Instructions for the Debate:

Each team will have 10 minutes to present their arguments and evidence.

Each team member must speak for at least 2 minutes.

After all teams have presented, there will be a 5-minute rebuttal period where teams can respond to each other's arguments.

The debate will be moderated by the instructor, who will ensure that all teams have equal time to present and respond.

Assigned Strategies:

Team 1: Trench Warfare

Team 2: Naval Blockade

Team 3: Air Warfare"

At the end it included the rubric above, downloadable in CSV format. Now further edit the output as needed to ensure that the learning objectives, activities, and assessments are aligned and meet the needs of your students. 

With ChatGPT, you can create a comprehensive and effective unit plan that supports excellent student learning experiences and exceeds students’ expectations.

Enjoy!

Check out my handy guide on Gumroad.