20+ ChatGPT Prompts for Effective IBDP Lesson Planning

Arnavaz Kollah
8 min read

Just as the right key unlocks doors, the right prompt opens realms of knowledge

OpenAI, 2023

With the power of generative AI, particularly ChatGPT, the world of innovative teaching is at our fingertips, waiting to be explored. Bridging the gap between IBDP lesson planning and the power of ChatGPT, this resource offers you the best of both worlds.

Inside, you’ll find

  • Tested prompts for IBDP lesson planning: Each prompt is tailored for the IBDP, ensuring relevance and efficacy. Simply customise them with your subject details and watch the magic unfold.
  • Approaches to lesson planning: This resource doesn’t just stick to one facet of lesson planning in the IBDP. Whether it’s ATLs, interdisciplinary connections, or real-world context integration, there’s a prompt waiting for you.

Feel free to explore this resource sequentially, or if time is of the essence, jump straight to the last section, the IBDP educator’s prompt kit, which features over 20+ prompt templates for IBDP lesson planning. Through this guide, we hope to enhance your IBDP lesson planning, giving you more time for those irreplaceable one-on-one moments with your students.🫶

Grab your guide to perfecting IBDP lesson planning with AI.

Explore 20+ ready-to-use prompt templates

Download the guide
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ChatGPT: A primer

What is ChatGPT?

ChatGPT is a state-of-the-art large language model that has the ability to understand and generate human-like text based on the prompts or questions it receives. Working with ChatGPT feels like having a conversation with an immense digital library, filled with information, but without needing to search manually through books, resources or documents.

Getting started with ChatGPT

Starting with ChatGPT is simple and user-friendly. Visit the OpenAI website, log in or create an account, and input your specific query. ChatGPT will quickly generate responses. If the response isn’t exactly what you’re looking for, you can modify your question or ask follow-up questions to get more detailed or refined answers.

ChatGPT: An IBDP educator’s thought partner

Here’s why ChatGPT might just be the collaborative partner you’ve been waiting for in the IBDP classroom.

  1. Knowledge reservoir at your fingertips: With ChatGPT, you have an additional reservoir of knowledge to tap into. While it can’t replace the depth and nuance of your expertise, it can certainly complement it, offering insights or suggestions that might be outside your immediate purview.
  1. Fast-track your tasks: As educators, time is often a precious commodity. ChatGPT can craft detailed lesson plans, design assessments, help integrate the DP core and more in just minutes!
  1. A collaborative approach: Think of ChatGPT as a thought partner. Ask it what you want, wait for the output and work with it to tailor that output to your needs.

Limitations of using ChatGPT for lesson planning

ChatGPT can be invaluable for IBDP lesson planning, but it’s crucial to understand its limitations.

  1. ChatGPT’s limited knowledge: ChatGPT’s data only extends to January 2022. Hence, post that the changes to the IBDP curriculum, for example, the revised TOK framework and the latest iteration of the science syllabi, won’t be recognized. Additionally, while the AI covers a broad range of topics, its depth might not always match IBDP’s standards. For instance, while it may provide a general overview of a literary theme in Language and Literature, an educator’s insights would be necessary to meet the programme’s expectations.
  1. Potential fictional outputs (hallucinations): Some AI responses might include fictional data. For instance, when asked about book recommendations, ChatGPT could suggest non-existent titles. Always cross-check AI-suggested information with authentic resources.
  1. Biassed data can lead to biassed responses: ChatGPT’s answers are shaped by its training data. Biases in this data can seep into its outputs. For example, if pre-2022 literature on a historical event was dominated by a particular perspective, ChatGPT might lean towards that view, without incorporating the newer interpretations.

Crafting prompts for DP lessons

Four key elements of an effective IBDP lesson planning prompt

A prompt is the text, question, or input you enter in the chatbox to get a response from ChatGPT. Crafting an effective prompt is crucial in creating lesson plans that are both relevant and usable in the classroom. 

Here, we outline the basic key elements for constructing a prompt:

  1. Persona: Define the role you want ChatGPT to assume. This helps the AI generate content aligned with the pedagogical standards of the IBDP. Example: You are an experienced IBDP <subject> educator.
  1. Subject & level: Specify if the subject is higher level (HL) or standard level (SL) when planning lessons. This helps ensure that the content, depth, and approach match the rigour and expectations of the chosen level. Example: “…teaching Language and Literature HL…” 
  1. Topic/sub-topic: Pinpoint the exact topic/sub-topic you’re addressing. This ensures that the resources, strategies, or insights provided by ChatGPT are directly applicable to your lesson and resonate with the IBDP’s comprehensive approach. Example: “…delve into the worship rituals in Hinduism in World Religions.”
  1. Timeframe: Indicate the duration of the lesson as it provides context regarding how in-depth or extensive the generated content should be. Example: “…provide a 60-minute lesson plan on ‘Origins of cells’.”

Here is a template that incorporates all four key elements in one prompt:

“You are an experienced IBDP <subject> educator. For a <timeframe> lesson on <topic/subtopic> in <subject> <HL/SL>, provide effective strategies for planning.”

Using the above template, you can seamlessly input the desired persona, subject, level, time, and topic/subtopic to generate a well-structured prompt tailored to your IBDP lesson planning needs.

Example:

The IBDP educator’s prompt kit 

Welcome to the most exciting part of this resource. Inside this section lies the power of efficient lesson planning, condensed into 20+ meticulously designed prompt templates. Each template has been crafted to help you create engaging lessons for every IBDP subject. Think of these as your teaching launchpads, waiting to be explored.

A few important points to keep in mind:

  • The output quality is influenced by the version of ChatGPT you use. For instance, ChatGPT 4 typically provides more refined results compared to its predecessor, 3.5.
  • If you’re working with ChatGPT 3.5, introduce follow-up questions or instructions one at a time to get the most cohesive and detailed outputs.
  • Even if you specify a timeframe, such as 90 minutes, ChatGPT may suggest activities that exceed this limit. Don’t hesitate to correct the bot!
  • For Group 2 subjects, be specific in your prompt. ChatGPT may not always equate Language B with a foreign language. Mention the proficiency level (e.g., A2 to B1 for ab initio, B1 or B2 for SL, and B2 or C1 for HL) to get the most accurate lesson plans.
  • The true power of these templates lies in their adaptability. As you familiarise yourself with their structure and potential, feel free to tweak and modify them, ensuring they perfectly align with your unique needs.
  • The beauty of ChatGPT is its interactive nature. Don’t hesitate to ask follow-up questions to refine your lesson plan.

Are you ready to copy, paste and teach?

Diverse learning experiences

Whether you’re looking for inquiry-based teaching or role-playing ideas, this section offers templates tailored for diverse teaching methodologies.

Prompt 1: Direct instruction strategies
You are an experienced IBDP <subject> educator. Suggest a <timeframe> lesson plan that you would employ for the topic <topic/subtopic> in IB Diploma <subject> <SL/HL>, based on John Hattie’s 7 steps of effective direct instruction lessons.

Prompt 2: Research-focused exploration

You are an experienced IBDP <subject> educator. Propose a <timeframe> research-focused lesson for <subject> <HL/SL> students centred on the <topic/subtopic>. Suggest 5 research questions on this topic as well as activities to develop students’ research skills.

Prompt 3: Student-driven inquiry approach
You are an experienced IBDP <subject> educator. How would you utilise student-led inquiry methods over a <timeframe> session to delve into the <topic/subtopic> in <subject> <HL/SL>?

Prompt 4: Tech-infused lesson plan

You are an experienced IBDP <subject> educator. Can you plan a <timeframe> lesson on <topic/subtopic> using one specific technology tool to enhance the learning experience of <subject> <HL/SL> students?

Prompt 5: Problem-based learning

You are an experienced IBDP <subject> educator. Could you provide me with a specific problem-based learning scenario that students could complete in <timeframe> based on <topic/subtopic> in <subject> <HL/SL>?

Prompt 6: Simulation or role-playing activity design

You are an experienced IBDP <subject> educator. Conceive a <timeframe> simulation or role-playing activity tailored for <subject> <HL/SL> students, spotlighting the <topic/subtopic>.

Prompt 7: Reflective writing exercise

You are an experienced IBDP <subject> educator. Suggest a <timeframe> reflective writing exercise that allows students to introspect on the lessons of <topic/subtopic> in <subject> <HL/SL>.

Prompt 8: Exploring through case studies

You are an experienced IBDP <subject> educator. Design a <timeframe> case study exploration that delves deep into the nuances of <topic/subtopic> in <subject> <HL/SL>.

Incorporating DP core

Templates here are designed to weave the essence of TOK, CAS, and EE into your lessons, helping students grasp the essence of these core components within the context of your subject.

Prompt 9: Exploring ‘knowledge and the knower’
You are an experienced IBDP <subject> educator. How would you integrate the core theme of TOK ‘knowledge and the knower’ in a <timeframe> lesson focused on <topic/subtopic> for <subject> <HL/SL>?

Prompt 10: Optional TOK themes integration
You are an experienced IBDP <subject> educator. In what ways can the <one of the optional themes> of TOK be woven into a <timeframe> lesson centred on <topic/subtopic> for <subject> <HL/SL>?

Prompt 11: Embedding areas of knowledge
You are an experienced IBDP <subject> educator. How would you ensure the inclusion AoK of <AoKs> in TOK in a <timeframe> lesson that delves into <topic/subtopic> for <subject> <HL/SL>?

Prompt 12: Engaging with TOK concepts
You are an experienced IBDP <subject> educator. How would you integrate the TOK concept(s) of <TOK concept(s)> in a <timeframe> lesson focused on <topic/subtopic> for <subject> <HL/SL>?

Prompt 13: Curating knowledge questions
You are an experienced IBDP <subject> educator. Can you create 5 TOK knowledge questions for a lesson focused on <topic/subtopic> for <subject> <HL/SL>?

Prompt 14: Integrating CAS experiences
You are an experienced IBDP <subject> educator. Could you give me an example of a CAS <creativity/activity/service> <project/experience> that would align with the topic of <topic/subtopic> for <subject> <HL/SL>?

Embedding DP principles

Ensure your every lesson resonates with IBDP’s guiding principles, emphasizing ATLs, teaching techniques, learner profile attributes and more.

Prompt 15: Emphasising on the ATLs
You are an experienced IBDP <subject> educator. Craft a <timeframe> lesson plan for <subject> <HL/SL> that emphasises the ATL skill <specific ATL skill> and more specifically the sub-skill of <specific ATL sub-skill> during the study of <topic/subtopic>.
For example: The sub-skills for research would be: formulating questions, evaluating sources, synthesising information, and citing evidence.

Prompt 16: Embedding the learner profile attributes
You are an experienced IBDP <subject> educator. Design a <timeframe> lesson plan for <subject> <HL/SL> that embeds the learner profile attribute of <learner profile attribute> within the <topic/subtopic>.

Prompt 17: Differentiated instruction design
You are an experienced IBDP <subject> educator. In a <timeframe> lesson, how would you differentiate instruction in <subject> <HL/SL> to cater to various instructional techniques during the <topic/subtopic> topic?

Prompt 18: Content reflection and skill integration
You are an experienced IBDP <subject> educator. Devise a <timeframe> guided reflection activity for <subject> <HL/SL> that accentuates the <learner profile attribute or ATL skill> post studying the <topic/subtopic>.

Prompt 19: Cultivating international-mindedness
You are an experienced IBDP <subject> educator. Formulate a <timeframe> lesson plan for <subject> <HL/SL> that seamlessly integrates the concept of international-mindedness while exploring <topic/subtopic>.

Prompt 20: Connecting topics to real-world issues
You are an experienced IBDP <subject> educator. Offer insights on tying the <topic/subtopic> of <subject> <HL/SL> to contemporary real-world situations in a <timeframe> lesson.

Prompt 21: Real-world application
You are an experienced IBDP <subject> educator. Conceptualise a collaborative project spanning <timeframe> that combines the <topic/subtopic> of <subject> <HL/SL> with real-world applications.

Prompt 22: Learning in local and global contexts
You are an experienced IBDP <subject> educator. Propose a <timeframe> lesson for <subject> <HL/SL> that shows how <topic/subtopic> can be approached in local and global contexts.

Prompt 23: Concept-based approach 
You are an experienced IBDP <subject> educator. How would you build a <timeframe> concept-based learning module around the <topic/subtopic> for <subject> <HL/SL>?

Interdisciplinary integration

To foster connections between subjects and a broader understanding, this section offers prompts to aid you in crafting lessons that bridge different disciplines.

Prompt 24: Bridging subjects in lesson design
You are an experienced IBDP <subject> educator. Map out a <timeframe> lesson that bridges <subject> <HL/SL> with another IB subject, emphasising the <topic/subtopic>.

Prompt 25: Cross-curricular project development
You are an experienced IBDP <subject> educator. Suggest a cross-curricular project spanning <timeframe> involving <DP subject 1> students and <DP subject 2> students working together on <topic/subtopic>.

Grab your guide to perfecting IBDP lesson planning with AI.

Explore 20+ ready-to-use prompt templates

Download the guide
Please rectify the errors in your form
Arnavaz Kollah
Arnavaz Kollah
Before joining Toddle, Arnavaz spent six years teaching IGCSE and IBDP subjects, including Biology, ESS, and TOK, and championing roles as a CAS advisor and EE supervisor. Now, as the Associate Director of Learning and Engagement (DP) at Toddle, she's diving into AI's potential as an educator's ultimate sidekick in streamlining their daily tasks.
Disclaimer : The ideas and resources presented in this blog have been developed independently from and are not endorsed by the International Baccalaureate (IB)