Neuroinclusive Prompt Library
AI prompts for faculty - grounded in UDL principles, built for everyday use
What is neuroinclusive teaching, and how does this library help?
Neuroinclusive teaching means designing courses so that students with a wide range of learning profiles - including students with ADHD, dyslexia, autism, anxiety, executive function differences, and many others - can access, engage with, and demonstrate their learning. Neuroinclusion isn't about lowering standards; it's about removing unnecessary barriers so that more students can actually meet them.
This library gives you 50 ready-to-use AI prompts organized around the three principles of Universal Design for Learning (UDL) as defined by CAST. Each prompt is designed to save you time while making your course more accessible, equitable, and engaging for everyone.
Step 1 - Find a prompt
Open the section that matches what you're working on and browse the prompts.
Step 2 - Copy it
Click the Copy Prompt button, then paste it into your AI tool of choice.
Step 3 - Customize it
Replace anything in [brackets] and paste any required materials where indicated.
Step 4 - Review the output
Use your professional judgment to refine what AI produces before sharing with students.
Each prompt is linked to the relevant CAST UDL 3.0 consideration. Click any tag to read the full guideline at udlguidelines.cast.org. New to UDL? Start with Section 1 - the prompts there tend to have the widest impact with the least effort.
Section 1
Creating a Welcoming Course Climate
10 prompts
Creating a Welcoming Course Climate
Prompt 1
Syllabus Language Auditor
Paste your syllabus text directly below this prompt before submitting to the AI.
Review the syllabus text I've pasted below. Identify any language that might feel punitive, threatening, or unwelcoming to students - for example, policies that focus on penalties rather than expectations, or wording that implies distrust. For each example you flag, suggest a specific, supportive alternative that maintains the same standard but creates a more welcoming tone. Keep the revised language clear, direct, and professional.
[Paste your syllabus text here]
Why this works
Your syllabus is often the first thing students read, and the tone it sets shapes how safe students feel for the rest of the semester. Language that emphasizes consequences can put students on the defensive before the first class session - while clear, respectful wording helps everyone understand expectations and feel like they're starting from a position of trust.
Prompt 2
Student Interest Bridge Planner
I'm teaching a module on [Topic] to [describe your student population - e.g., first-year nursing students, adult learners in a business program]. Generate five specific, concrete ways to connect this content to interests, experiences, or goals common among this group. Format each one as a brief "Relevance Hook" - one to two sentences I can use to open class, post on the LMS, or add to an assignment description.
Why this works
Students engage more deeply when they can see why course material matters to their lives, their goals, or something they already care about. Making relevance explicit is especially important for students who may not yet see themselves as belonging in your field - and it helps all students stay motivated through difficult material.
Prompt 3
Student Choice Expander
Paste your lesson plan or assignment description below the prompt before submitting.
Look at the lesson plan or assignment I've pasted below. Suggest one or two simple, low-effort ways I could offer students a meaningful choice - for example, a choice of topic, response format, whether to work individually or in a group, or how they demonstrate understanding. For each suggestion, briefly explain what to keep the same and how to make it practical to implement.
[Paste your lesson plan or assignment here]
Why this works
Even small amounts of choice significantly increase student motivation and sense of ownership over their learning. For students who have spent years feeling like school was done to them, a simple choice can be a meaningful signal that their preferences matter - and that they have some agency in the classroom.
Prompt 4
Inclusive Community-Builder Designer
Suggest five community-building activities for the first week of class that allow students to participate in genuinely different ways - including options for students who are introverted, students who find unstructured social situations uncomfortable, or students who need more time to process. The activities should build a sense of connection without requiring anyone to perform in front of the group, make extended eye contact, or share personal information they may not be ready to share.
Why this works
Standard first-day icebreakers can feel genuinely painful or overwhelming for many students. Activities designed with "parallel participation" in mind - where students can engage at their own pace and comfort level - build real community without putting anyone on the spot. When students feel safe from day one, they're more likely to take the learning risks that matter.
Prompt 5
In-Class Activity Sensory Planner
I'm planning this in-class activity: [describe the activity in a few sentences]. Identify potential sensory or social stressors that might be built into the activity - such as noise, close physical proximity, time pressure, required verbal performance, or bright lighting. Then suggest two or three "quiet participation" alternatives that let students engage with the same learning goals in a way that doesn't require them to manage those stressors at the same time.
Why this works
For students with sensory sensitivities, anxiety, or other differences, a noisy or crowded classroom activity can make it genuinely impossible to focus on the learning. Building in alternatives from the start - rather than waiting for students to disclose a need - means no one has to choose between participating and staying regulated.
Prompt 6
Joy and Play Integrator
I'm teaching a lesson on [Topic] this week. Suggest three low-stakes, playful learning activities - such as a challenge, game, creative constraint, or brief puzzle - that reinforce the core concepts without requiring students to perform for a grade. For each one, include a brief description, how it connects to the learning objective, and approximately how long it takes.
Why this works
Learning is more effective - and more accessible to a wider range of students - when it includes moments of genuine play and low-stakes exploration. Playful activities reduce the fear of failure that prevents many students from trying in the first place, and they make it easier for all students to stay engaged through material that might otherwise feel dry or intimidating.
Prompt 7
Course Materials Representation Audit
Paste your reading list or a description of your course materials below the prompt.
Review the list of readings, examples, and course materials I've pasted below. Identify any patterns in whose voices, perspectives, or cultural contexts are represented - and whose are not. Suggest five to eight specific ways I could diversify the representations, including authors from underrepresented backgrounds, case studies from different cultural contexts, or examples that draw on a wider range of lived experiences. For each suggestion, briefly explain why it strengthens the course.
[Paste your reading list or course material descriptions here]
Why this works
Students learn better and feel more motivated when they see themselves and their communities reflected in the course material. Auditing for representation is also an important equity practice - courses that draw exclusively from a narrow cultural or academic tradition can signal to some students, even unintentionally, that the field wasn't designed for people like them.
Prompt 8
Cross-Cultural Meaning Maker
Here are five key concepts from my course: [list the concepts]. For each one, provide an alternative explanation using a metaphor or everyday example drawn from a cultural or community context different from mainstream U.S. academic tradition. Label each with the context it draws from. The goal is to give students from a wide range of backgrounds an additional entry point into each idea.
Why this works
Academic examples often reflect a narrow cultural context, which can make content harder to understand for students from different backgrounds - not because the students lack ability, but because the examples don't connect to their frame of reference. Offering diverse metaphors broadens access to the ideas and communicates that multiple ways of understanding are welcome in your classroom.
Prompt 9
Deficit Language Rewriter
Paste the text you want to revise - an assignment description, policy, or email - below the prompt.
Rewrite the course communication I've pasted below to replace any deficit-focused or ability-focused language with strength-based, growth-oriented alternatives. Look specifically for language that describes what students might fail to do, implies that some students are less capable, or frames accommodation as an exception. The revised version should describe what students will do and what support is available, keeping the same professional tone.
[Paste the text here]
Why this works
Language that focuses on what students can't do - even when well-intentioned - creates an unwelcoming environment and can reinforce negative beliefs students already hold about themselves. Asset-based language communicates that you see all students as capable learners who are in the process of growing, which is exactly what most of your students are.
Prompt 10
Belonging Signal Designer
Help me identify five specific, concrete things I can add to my course - in the syllabus, the LMS, the classroom environment, or my communication style - that explicitly signal to all students, and especially students from historically underrepresented groups, that they belong in this course and in this field. For each suggestion, include a brief sentence explaining what it communicates to students and why it matters.
Why this works
A sense of belonging doesn't happen automatically - it's something instructors create through small, intentional signals embedded throughout a course. Research consistently shows that belonging predicts student persistence, especially for first-generation students and those from groups that have historically been excluded from higher education. These signals don't take much time, but they make a significant difference.
Section 2
Keeping Students Motivated and Engaged
10 prompts
Keeping Students Motivated and Engaged
Prompt 11
Learning Quest Designer
Paste the relevant syllabus section or unit description below the prompt.
Reframe the syllabus section I've pasted below as a "Learning Quest." Give the unit a central mission or driving question, break the work into three to five tiered challenges that build on each other, and suggest one or two optional "bonus challenges" for students who want to go deeper. Use accessible, encouraging language throughout.
[Paste your syllabus section here]
Why this works
Framing coursework as a quest with a clear mission and visible milestones helps students see the path ahead - which is especially valuable for those who struggle with executive function, time management, or motivation. The challenge structure also makes it easier for students to feel a sense of progress and accomplishment along the way, not just at the end.
Prompt 12
Strengths-Based Feedback Rewriter
Here are five common mistakes or struggles I see in student work on [Topic]: [list them]. Draft a feedback template for each one that (1) leads with what the student did well or what the work shows about their thinking, (2) names the specific strategy or skill they need to develop, and (3) ends with one concrete, achievable next step. Avoid language that frames the student as the problem.
Why this works
Feedback that leads with strengths and gives students a specific strategy is far more likely to motivate improvement than feedback focused on what went wrong. This is especially true for students who have been repeatedly told they're not good at academics - they've often learned to stop reading feedback at all. A growth-oriented template helps you give feedback that students will actually use.
Prompt 13
Self-Reflection Scaffolder
Create a set of five short self-check questions I can embed throughout this module on [Topic - describe the module briefly]. The questions should help students notice their own understanding and emotional state as they work through the material. Make them feel like a conversation, not a quiz - focused on what the student is experiencing rather than whether they got the right answer. Include at least one question that specifically normalizes confusion and one that prompts students to decide whether to ask for help.
Why this works
Many students - especially those who have struggled academically - don't have a well-developed sense of when they understand something versus when they only think they do. Teaching students to check in with themselves as they work builds the self-awareness they need to seek help at the right moment, rather than discovering at exam time that they never really understood the material.
Prompt 14
Collaborative Learning Designer
Design a collaborative group activity for [Topic] where each student in the group has a specific, clearly defined role that is essential to the group's success - so the group can only produce a strong final product if everyone contributes. Include clear role descriptions, a description of the shared product the group creates, suggested group sizes, and one or two tips for how I can support groups during the activity without doing the thinking for them.
Why this works
Well-structured group work builds community and reduces the isolation many students feel - but unstructured group work often leaves some students invisible while others do everything. When every role is clearly necessary and defined, students are much less likely to disengage, and much more likely to experience the kind of genuine collaborative learning that builds confidence and connection.
Prompt 15
Supportive Outreach Email Template
Draft a brief, warm email I can send to a student who has missed several submissions or seems to be disengaging from the course. The email should communicate clearly that I've noticed, that I'm concerned (not annoyed), and that I want to help. It should invite the student to connect - in whatever way feels comfortable to them - without pressure or shame, and it should offer at least two practical options for next steps. Keep the tone human, not bureaucratic.
Why this works
Many students who fall behind don't ask for help because they're embarrassed, overwhelmed, or convinced that nothing can be done. A thoughtfully worded outreach email communicates that you're a safe person to talk to - and that the situation isn't hopeless. Research on early alert interventions consistently shows that proactive outreach, when done without blame, significantly increases student persistence.
Prompt 16
Progress Milestone Planner
For this [number]-week project on [Topic], design a series of small, visible milestones - at least one per week - that give students a concrete sense of forward movement and accomplishment before the final product is due. For each milestone, include what students should have completed, a brief check-in question they can ask themselves, and a short sentence I can use to acknowledge their progress when they reach it.
Why this works
Long projects feel abstract and endless without intermediate checkpoints. Visible progress - especially when acknowledged by the instructor - keeps students going when the work gets hard. Students who struggle with time management or tend to procrastinate benefit enormously from having the project broken into short, concrete segments with built-in feedback loops.
Prompt 17
Challenge Level Calibrator
I'm teaching [Topic] to [describe your students - year, program, prior experience]. Help me design an assignment or activity that hits the "sweet spot" of challenge - engaging enough to hold attention, but not so difficult that students shut down. Then suggest: (1) one or two optional extensions for students who want to go further, and (2) one or two additional supports built into the assignment itself for students who need more scaffolding. Both options should lead to the same core learning outcome.
Why this works
When work is too easy, students disengage. When it's too difficult without support, they give up. Building in both extensions and scaffolds within a single assignment design means the challenge level is accessible for your full range of learners - without creating separate tracks or singling anyone out.
Prompt 18
Student Expectations Explorer
Create a brief, low-stakes opening activity or short survey - three to five questions - that I can use in the first week of class to learn about my students' prior experiences with this subject, what concerns or fears they bring to the course, and what success looks like to them personally. The questions should feel like a genuine conversation, not an evaluation. Include a brief note I can share with students explaining why I'm asking.
Why this works
Students arrive with deeply held beliefs about their own ability - and about what "school" is supposed to look like. When instructors take time to learn about those beliefs early, they can address fears before they become barriers, and connect course goals to what students actually care about. This kind of early listening also builds the instructor-student relationship that makes everything else in the course work better.
Prompt 19
Student-Facing AI Practice Partner
Write a prompt I can give my students to use with an AI chatbot. The prompt should set up the AI as a patient, non-judgmental practice partner that helps students work through ideas on [Topic] using Socratic questions. It should give students as much thinking time as they need, celebrate partial answers and good questions, and never make the student feel foolish for not knowing something. Include instructions students can follow to get started.
Why this works
Many students - particularly those with high anxiety or processing differences - are afraid to reveal confusion in class because the social stakes feel too high. A well-designed AI practice partner gives them a private, low-pressure space to wrestle with ideas before they're expected to discuss them with peers or an instructor. It's a way to get "unlimited office hours" without the intimidation factor.
Prompt 20
Student-Instructor Goal-Setting Protocol
Design a simple, structured protocol for a brief student-instructor goal-setting exchange - usable either in a short in-person conversation or as a written check-in on the LMS. It should help each student name one specific learning goal for the semester, identify one challenge they anticipate, and agree on one concrete way I can support them. Include both the student-facing questions and a brief instructor reflection prompt to help me follow up meaningfully.
Why this works
When students articulate their own goals and feel genuinely heard by their instructor, their motivation and persistence tend to increase significantly. This kind of structured early connection is especially protective for students who are new to college, returning after a gap, or who have a history of negative experiences with educators. It also gives you useful information you can refer back to throughout the semester.
Section 3
Presenting Content Everyone Can Access
10 prompts
Presenting Content Everyone Can Access
Prompt 21
Cognitive Accessibility Formatter
Paste your handout, reading, or document text below the prompt. Do not include images - text only.
Reformat the text I've pasted below to improve its cognitive accessibility. Break it into clearly labeled sections with descriptive headers, limit each paragraph to three to four sentences, bold key terms and the main action word in each instruction, and add a two to three sentence summary at the top. Do not change the content or simplify the concepts - only improve the structure and layout so it's easier to navigate.
[Paste your handout or reading text here]
Why this works
Dense, unbroken text is a genuine barrier for many students - including those with ADHD, dyslexia, or visual processing differences - before they've even begun engaging with the ideas. Clean formatting reduces the effort required just to get into the content, leaving more mental energy for actual learning. This kind of reformatting helps every student, not just those with identified differences.
Prompt 22
Plain Language Transcript Optimizer
Paste your raw video or lecture transcript below the prompt.
Clean up this video or lecture transcript for use as a student study guide. Remove filler words, false starts, and repeated phrases. Add clear section headers that reflect the content of each section, bold key terms on first use, and insert brief signpost labels - such as "Main Concept:", "Example:", or "Key Takeaway:" - to help students scan and navigate. Keep the voice natural and conversational.
[Paste your transcript here]
Why this works
Raw transcripts are difficult to use, especially for students who rely on them because of hearing differences, language processing differences, or because they learn better from reading than listening. A well-formatted transcript becomes a genuinely useful study guide - one that helps students find the information they need without having to re-read everything from the beginning.
Prompt 23
Big Picture First Summarizer
Paste your lecture outline, reading, or notes below the prompt. Or describe the content in a few sentences.
Create a one-page "Big Picture Overview" for the lecture or reading I've described below. Structure it like this: (1) the central question this material is trying to answer, (2) a two to three sentence explanation of why that question matters, (3) the three to five most important ideas, each in one to two plain sentences, and (4) two or three everyday analogies for the most abstract concepts. This will be shared with students before they encounter the full material.
[Paste or describe the lecture/reading here]
Why this works
Many students - especially those who are new to a subject or who tend to think in patterns and big pictures - need to understand the overall shape of the content before they can make sense of the details. Providing a "why and what" overview before the lecture or reading helps students build a mental framework to hang the details on, which dramatically improves comprehension and retention.
Prompt 24
Vocabulary Bridge Builder
Here is a list of key terms from my module on [Topic]: [list the terms]. For each term, provide: (1) a plain-language definition in one sentence - no jargon, (2) an everyday analogy that makes the concept concrete, and (3) one example from outside the academic context. Format this as a student-facing "Glossary Card" they can keep and reference. The goal is to give students multiple ways into each term, not just the official definition.
Why this works
Academic jargon can be a hidden barrier - especially for first-generation students, students whose first language isn't English, and students who are new to a field. When students have only one definition to work with, they're stuck if they don't understand that definition. Multiple entry points into vocabulary - a plain explanation, an analogy, and a real-world example - make it much easier to actually understand and use new terms.
Prompt 25
Multimedia Resource Recommender
For my lesson on [Topic], suggest three types of supplementary media I should look for to support different learners: (1) a strong visual resource - such as a diagram, infographic, or illustrated explainer, (2) an auditory resource - such as a podcast episode or narrated video, and (3) an interactive resource - such as a simulation, case study, or decision-making scenario. For each type, describe what to look for, where to search, and which accessibility features to prioritize - for example, captions, alt text, or screen-reader compatibility.
Why this works
Not all students engage most effectively with text-heavy materials - and on any given day, a student might be having a hard time with reading for reasons that have nothing to do with their ability. Offering multiple media formats ensures that every student has a genuine path into the content, and it significantly expands who feels like the course is designed for them.
Prompt 26
Concept Relationship Mapper
Describe a graphic organizer - such as a concept map, flowchart, comparison chart, or cause-and-effect diagram - that would help students visualize the relationships between these key concepts in my module: [list the concepts]. Include: the type of organizer and why it fits this content, a description of what goes in each section, and one or two instructions for how students should use it as an active study tool - not just a reference sheet.
Why this works
Abstract relationships between ideas become much more visible - and much easier to remember - when represented as a visual structure. Graphic organizers reduce the cognitive load of holding multiple concepts in working memory at once, which is helpful for all students and essential for those who process information visually or who struggle with complex written explanations.
Prompt 27
Prior Knowledge Bridge Activity
Design a brief bridge activity - ten to fifteen minutes, usable at the start of class or as an asynchronous online discussion - that helps students explicitly connect what they learned in [last topic or unit] to what we are starting today [describe the new topic]. Use a "What's the same / What's different / What surprises me" framework. Include the student-facing instructions and a brief facilitation note for me.
Why this works
Students retain new information more effectively when it is explicitly linked to something they already know. This kind of bridge activity is especially valuable for students who don't automatically make those connections on their own - which is a larger proportion of your class than you might expect. Starting with what students already know also signals that their prior knowledge has value.
Prompt 28
Guided Notes Template Creator
Paste your lecture outline or notes below the prompt.
Create a guided notes template for the lecture I've outlined below. Include: main section headers that match the lecture structure, space for students to fill in key points under each header, a "Your Own Example" box in at least two sections, and a "Pause and Reflect" box at the end of each major section with one brief processing question. The template should feel like a thoughtful scaffold, not a test.
[Paste your lecture outline or notes here]
Why this works
Taking notes while listening is genuinely difficult for many students - it requires simultaneously hearing, understanding, deciding what matters, and writing, all at once. A guided template removes most of that burden, freeing students to actually focus on understanding what you're saying. Students who use guided notes consistently show better retention and report feeling less overwhelmed during lectures.
Prompt 29
Inclusive Language and Representation Checker
Paste the course materials you want to review - a unit, assignment descriptions, or selected readings - below the prompt.
Review the course materials I've pasted below. Flag any terms, framings, examples, or implied norms that may reflect unexamined bias - including outdated terminology, stereotyped examples, the exclusion or marginalization of particular groups, or language that treats one cultural background as the default. For each item you flag, explain the concern briefly and suggest a specific, concrete alternative.
[Paste course materials here]
Why this works
Bias in language and examples can signal to some students - even unintentionally - that the course was not designed with them in mind. Regular reviews of your materials help catch these signals before they affect students' sense of belonging. It's also just good professional practice: our fields and our language evolve, and materials that were appropriate ten years ago may not serve all students well today.
Prompt 30
Multiple Ways of Knowing Planner
I'm teaching [Topic]. Suggest three ways I could bring perspectives or knowledge traditions into this unit that go beyond the typical academic Western framework - for example, Indigenous knowledge systems, community-based expertise, experiential or craft knowledge, or insights from non-English-language scholarship. For each suggestion, include a specific example, explain how it connects to the course learning objectives, and briefly note any considerations for introducing it thoughtfully.
Why this works
When courses present only one tradition of knowledge as valid, students from other backgrounds often find themselves mentally translating everything through an unfamiliar lens. Incorporating multiple ways of knowing validates the knowledge that students from diverse communities bring to the classroom, and it deepens everyone's understanding of the subject by introducing perspectives that the dominant framework may have missed or excluded.
Section 4
Designing Flexible Assignments and Assessments
10 prompts
Designing Flexible Assignments and Assessments
Prompt 31
Multi-Modal Assessment Generator
I want students to demonstrate mastery of [learning objective]. Design three equivalent assignment options: (1) a written analysis or report, (2) a recorded presentation or podcast script, and (3) a visual product such as an annotated infographic or illustrated explainer. Then draft a single rubric with three to four criteria - focused on the learning objective itself, not the format - that applies fairly and consistently to all three options.
Why this works
Requiring everyone to demonstrate knowledge in the same format can disadvantage students who struggle with that particular format - even if they understand the content thoroughly. Offering equivalent options shifts the focus back to what you actually want to assess: understanding. A shared rubric ensures that "equivalent" means equally rigorous, not just equally possible.
Prompt 32
Assistive Technology Readiness Check
Paste your assignment description and a brief description of how you deliver course materials (LMS, PDFs, videos, etc.) below the prompt.
Review the assignment and course delivery setup I've described below. Identify any potential barriers for students using assistive technologies - such as screen readers, text-to-speech tools, voice input software, alternative keyboards, or magnification tools. For each barrier you identify, suggest a specific, practical change I can make to remove it. Flag anything that would require me to consult with my institution's accessibility or disability services office.
[Paste your assignment description and delivery setup here]
Why this works
Many students use assistive technology to access course materials, and assignments that haven't been reviewed for AT compatibility can create serious, invisible barriers. A quick audit before you post the assignment costs very little time and can make the difference between a student being able to complete the work independently or needing to disclose a disability to request accommodation - a step many students are reluctant to take.
Prompt 33
Multi-Modal Weekly Journal Designer
Draft a weekly reflection prompt for my course on [Topic] that explicitly welcomes three different response formats: written text, an annotated sketch or visual, or a short recorded audio or video response. Include a brief "success criteria" list - three to four items - that describes what a strong response looks like regardless of which format the student chooses. The criteria should make it easy for students to self-assess before submitting.
Why this works
Letting students choose how they reflect on their learning acknowledges that people process and express ideas differently - and it communicates that multi-modality is a normal feature of your course, not a special accommodation. Students who dread weekly writing prompts often do genuinely thoughtful, high-quality work when given a format that matches how their brain works.
Prompt 34
Essential Requirements Auditor
Paste your full assignment requirements or project description below the prompt.
Review the assignment requirements I've pasted below. For each requirement, help me categorize it as either: (A) Essential - directly measures the stated learning objective, or (B) Format convention - a style, structural, or presentation rule that isn't directly related to what I'm trying to assess. For each item in category B, suggest either making it optional, offering flexibility, or removing it. My goal is to grade what I actually care about, not penalize students for format choices that don't affect their learning.
[Paste your assignment requirements here]
Why this works
Students are sometimes penalized for things that have nothing to do with whether they understand the content - like using the wrong citation format or an unexpected heading structure. Identifying which requirements are truly essential allows you to grade what matters, and it removes barriers that disproportionately disadvantage students who are still learning the unwritten rules of academic convention.
Prompt 35
Graduated Scaffolding Builder
For this assignment - [describe it in two to three sentences] - create three levels of scaffolding that students can choose from based on what they need: Level 1 - a full template with sentence starters, step-by-step guidance, and worked examples; Level 2 - an outline with key questions to answer at each stage; Level 3 - the goal and success criteria only. All three levels should lead to the same final product. Include a brief, non-judgmental note I can share with students explaining the options.
Why this works
Different students are ready for different levels of independence at any given moment - and the same student may need more support on one assignment and less on another. Providing multiple entry points means students who need structure have it available, students who want autonomy aren't held back, and no one has to identify themselves as needing help to access the support they need.
Prompt 36
Anti-Bias Rubric Reviewer
Paste your rubric below the prompt.
Review this rubric for criteria that may unintentionally advantage students who share a particular communication style, cultural background, or format familiarity. Look specifically for: undefined terms like "professional" or "clear" that may reflect an unstated cultural norm; criteria that reward a specific structural convention rather than the quality of thinking; or language that penalizes non-standard academic English. For each issue you identify, suggest a more precisely defined alternative that evaluates what the assignment is actually meant to assess.
[Paste your rubric here]
Why this works
Rubrics that appear objective can embed biases around what "good" writing or "professional" communication looks like - biases that systematically disadvantage students from certain linguistic or cultural backgrounds. Reviewing your rubrics for hidden assumptions doesn't lower your standards; it helps ensure you're actually measuring what you intend to measure, for everyone.
Prompt 37
Non-Linear Thinking Feedback Guide
Create a feedback guide to help me respond to student work that shows strong insight and original thinking but doesn't follow a conventional linear structure - for example, work that makes bold intuitive connections without fully explaining the reasoning in between. The guide should help me: identify and name the genuine strength in the work, describe specifically what is missing and why it matters for the reader, and give one concrete, actionable suggestion for how to add the missing piece without flattening the student's thinking style.
Why this works
Students who think in non-linear or associative ways often produce work that contains excellent insights but is hard to follow. Treating the insight as the starting point - rather than the missing structure as the main problem - leads to feedback that is both more accurate and more motivating. It also teaches students to bridge their natural thinking style with the conventions of their field, rather than suppressing one to perform the other.
Prompt 38
Assignment Prompt Clarity Scanner
Paste your assignment prompt below the prompt.
Scan the assignment prompt I've pasted below for vague or ambiguous language - for example, phrases like "short paper," "discuss thoroughly," "be creative," or "write clearly." For each vague phrase, suggest a specific, measurable replacement - for example, "a 500–800 word analysis," "address all three of the following questions," or "choose from these four creative formats and explain your choice." Also flag any unstated assumptions about format, length, or prior knowledge that a student might not share.
[Paste your assignment prompt here]
Why this works
Ambiguous assignment prompts cause anxiety and confusion - especially for students who have difficulty inferring unstated expectations, students who are first-generation, or students who are still learning the conventions of college-level academic work. Clear, specific language helps all students start working with confidence, reduces the anxiety gap between students who know how to read the implicit rules and those who don't, and significantly reduces the "what do you want?" emails you receive.
Prompt 39
Online and Async Accessibility Planner
Paste or describe your online module, discussion activity, or virtual session design below the prompt.
I'm designing [an online module / an asynchronous discussion activity / a virtual class session] on [Topic]. Review the plan I've described below and identify any accessibility barriers - including issues related to time pressure, required synchronous participation, inaccessible media formats, complex navigation, or features that don't work well with assistive technology. For each barrier, suggest a specific, practical modification. Note which changes are straightforward and which might require support from instructional design or IT staff.
[Paste or describe your online activity here]
Why this works
Online and asynchronous environments introduce accessibility challenges that face-to-face settings don't always share - including barriers related to timed submissions, inaccessible video players, LMS navigation complexity, and synchronous participation requirements. Proactive planning ensures that students using assistive technology, students across different time zones, and students with processing or scheduling differences all have equal access to the learning.
Prompt 40
Creative Tool Choice Menu
I'm assigning a creative or analytical project on [Topic]. Help me design a "tool menu" - a list of five to seven different tools or formats students can choose from to complete the project. Examples might include: a written essay, a slide deck with narration, a podcast, a short video, a visual poster or infographic, or an annotated collection. For each option, describe what the finished product would look like and confirm how it maps to the same core learning objective. Include a brief student-facing introduction explaining why the choice exists.
Why this works
The tool a student uses to show their thinking shouldn't limit their ability to actually show it. Students whose strengths don't match the default format - written prose, for example - often produce work that misrepresents what they know. Expanding tool options creates space for more students to perform at their genuine level, which benefits both the student and your understanding of what they actually learned.
Section 5
Supporting Student Planning and Independent Learning
10 prompts
Supporting Student Planning and Independent Learning
Prompt 41
Task Decomposition Checklist Builder
Break this assignment - [paste or describe the assignment below] - into a numbered checklist of eight to twelve concrete, actionable steps. For each step, add a label indicating the type of effort required: "Heavy Thinking" (requires sustained focus and analysis), "Gathering" (finding or reviewing information), or "Formatting / Polishing" (final cleanup, citations, file prep). This will help students plan when and how to approach each part of the work.
[Paste or describe the assignment here]
Why this works
Large, open-ended assignments feel paralyzing when students can't see where to begin - a genuine and common experience, not a character flaw. Breaking the work into labeled steps helps students plan their time realistically, recognize which parts require their sharpest focus, and get started without waiting to feel "ready." For students who struggle with executive function, this kind of external structure is often the difference between completing the work and not.
Prompt 42
Visual Project Timeline Creator
Create a "Progress Map" for this [number]-week project - [describe the project in two to three sentences]. Show students exactly what they should have completed by the end of each week, with at least one concrete checkpoint per week. Include a brief encouraging note at each milestone and a specific "if you're behind at this point" suggestion so students know what to do if they fall off schedule. Format it as something I can post directly on the LMS.
Why this works
Many students - especially those who struggle with time management or who have difficulty sensing how long things actually take - cannot intuitively feel the pace of a multi-week project. A concrete week-by-week map gives them an external structure to rely on, makes the invisible timeline visible, and gives them a recovery plan when they fall behind rather than leaving them to quietly give up.
Prompt 43
Pre-Submission Checklist Builder
Paste your assignment rubric and requirements below the prompt.
Based on the rubric and requirements I've pasted below, create a six to eight item "Pre-Flight Checklist" that students complete before submitting. Each item should be a specific yes/no question that helps them catch the most common mistakes - including both content gaps (e.g., "Have I addressed all three required elements?") and executive function slips (e.g., "Does my file name include my last name and the assignment title?"). Keep it brief enough to actually get used.
[Paste your rubric and assignment requirements here]
Why this works
Students frequently lose points not because they don't understand the material, but because they forgot a small requirement in the final rush before the deadline. A pre-submission checklist externalizes the self-monitoring process that many students haven't yet developed - and it dramatically reduces both careless errors and the grading headaches that come with them.
Prompt 44
Study Strategy Menu
Create a "Study Strategy Menu" for students preparing for [an exam / a complex assignment] on [Topic]. Include at least five different strategies that represent genuinely different approaches - for example: visual review (drawing concept maps), verbal rehearsal (teaching the material to someone else or out loud), spaced practice (reviewing over several sessions), retrieval practice (testing yourself without notes), and collaborative review (discussing with a peer). For each strategy, write two to three sentences describing how to do it and when it works best.
Why this works
Students often rely on one or two study habits - usually the ones that got them through high school - even when those habits don't work well for the content or assessment type in front of them. Offering a menu of genuinely different strategies helps students find approaches that match both the material and how their brain works best, and it teaches them that studying is a skill they can develop, not a talent they either have or don't.
Prompt 45
Transfer and Generalization Activity
Design a short activity - ten to fifteen minutes, suitable for the end of a unit or as a brief assignment - that helps students apply what they've learned about [Topic] to a new situation they haven't encountered in the course. The new context should be realistic and slightly surprising - familiar enough to feel relevant, different enough to require genuine thinking rather than simple pattern-matching. Include the student-facing instructions and a brief note on what to look for when reviewing their responses.
Why this works
The real goal of learning isn't to reproduce course content on an exam - it's to be able to use knowledge in new situations. Many students who can answer questions about what they studied struggle to apply that knowledge when the context changes. Explicitly practicing transfer helps students build the kind of flexible, durable understanding that actually serves them beyond your course.
Prompt 46
Student Self-Monitoring Toolkit
Design a simple weekly self-monitoring template that students can use throughout a multi-week project. It should take no more than five minutes per week to complete and help them track: what they accomplished this week, what they are currently stuck on, what their concrete plan is for the next week, and whether they need to reach out for help. Make it feel like a useful tool, not a chore or a surveillance form.
Why this works
Learning to monitor your own progress is a skill - and many students have never been explicitly taught how to do it. A structured, low-burden weekly template teaches that skill while also preventing students from falling silently behind. It also gives students a prompt to ask for help at the right moment, rather than waiting until a deadline has passed.
Prompt 47
Structural Barrier Audit
Paste your course policies, attendance policy, or relevant syllabus section below the prompt.
Review the course policies I've pasted below. Identify any policies that may create unnecessary barriers for students who are neurodivergent, have disabilities, are caregivers, work significant hours outside of class, or face other common but often invisible challenges. For each policy you flag, explain briefly why it may create a barrier and suggest a specific, evidence-based alternative that maintains academic rigor while reducing the harm. Note which changes are within my control as an instructor and which may require institutional support.
[Paste your course policies here]
Why this works
Many policies that feel neutral actually disadvantage specific groups of students in predictable, documented ways - strict attendance policies, late penalties without flexibility, and required in-person participation are common examples. Auditing your course structure for these patterns and revising where you can is one of the highest-impact things an instructor can do for equity, and it benefits far more students than those who ever disclose a specific need.
Prompt 48
Student Self-Advocacy Script Builder
Draft two short, email-style message templates that students in my course could use: (1) to reach out to me when they are struggling with an assignment and need an extension or additional support, and (2) to request a meeting to talk about their progress. The templates should be warm, specific, and professional - and should help students who find self-advocacy genuinely difficult get past the blank page. Include a brief optional note they can customize to explain their situation.
Why this works
Many students who need help don't ask for it - not because they're passive or lazy, but because they genuinely don't know how to start that conversation, or because past experiences have taught them that asking for help leads to judgment rather than support. Providing message templates treats self-advocacy as a learnable skill, removes a significant barrier to getting help, and models the kind of professional communication you want students to develop.
Prompt 49
Learning Goal Translator
Paste your course or unit learning objectives below the prompt.
Rewrite the learning objectives I've pasted below in two additional formats: (1) plain, student-friendly language that explains in concrete terms what students will actually be able to do and why it matters to them, and (2) a set of "I can..." statements students can use to self-assess their own readiness. Keep the meaning accurate - just make it genuinely readable for someone who isn't yet familiar with the field.
[Paste your learning objectives here]
Why this works
Standard learning objectives are written in language that makes sense to faculty but often means very little to students. Translating objectives into plain language helps students understand what they're actually working toward - which makes it much easier to study effectively, ask useful questions, and monitor their own progress. "I can..." statements give students a self-assessment tool they can use independently throughout the unit.
Prompt 50
Assignment Energy Planner
For this assignment - [paste or describe it below] - create a planning guide for students that identifies: (1) the most cognitively demanding tasks and when to tackle them (for example, "Do this when you have at least 45 uninterrupted minutes and are at your sharpest"), (2) the simpler, mechanical tasks that can be done in shorter bursts (for example, "This part can be done in 10–15 minutes at any point"), and (3) a suggested rough timeline from when the assignment is released to the submission deadline. Include a brief note reminding students that they can customize this plan based on their own schedule and peak focus times.
[Paste or describe the assignment here]
Why this works
Students who struggle with energy management - including many with ADHD, chronic illness, or demanding work and caregiving schedules outside of class - benefit enormously from guidance on when and how to approach different types of cognitive work. This kind of planning support makes the invisible visible: it transforms a single large deadline into a set of smaller, scheduled actions students can actually manage.