In the ever evolving landscape of education, the introduction of artificial intelligence (AI) platforms offer opportunities to enhance teaching methodologies and deepen student engagement. Most excitingly, these platforms can generate content at remarkable speed, freeing educators from time intensive tasks, allowing them to focus on instruction and student support. AI operates through systems that mimic human cognitive processes such as learning, reasoning, and decision-making. Relying on machine learning (ML), AI uses algorithms to analyze vast amounts of data, then uses that data to independently make predictions or decisions (Kufel et al., 2023). AI platforms most widely used today, utilize a subset of ML known as deep learning (DL). DL uses multiple levels of data processing, resembling similar capabilities to the human brain (Kandru et al., 2022). As AI becomes an increasingly essential tool in education, effectively leveraging its capabilities depends on how prompts are crafted. Writing clear and structured prompts, also known as prompt engineering, ensures that AI generates high-quality, relevant outputs tailored to specific educational needs (Knoth et al., 2024).
When interacting with AI, educators should understand the contexts in which AI excels, and recognize prompts to avoid. Although AI strives to balance helpfulness and accuracy, it may prioritize pleasing the user over precision when pressured by the user. Viewing AI as a task-oriented assistant, producing products (see Table 1) rather than a search engine, enhances its utility, as it shifts the focus from seeking pre-existing information to co-creating customized outputs. By providing detailed instructions and avoiding overly vague or ambiguous prompts, educators can ensure that AI generates responses which are both relevant and reliable, maximizing its value as a supportive tool in teaching and learning.
The STOP method, an acronym for self, target audience, objective, and parameters (see Figure 1), provides a replicable framework for writing effective prompts across all grade levels and subjects. Although presented as distinct steps within this paper, these elements combine seamlessly into a single, cohesive prompt. This approach not only streamlines the prompt-writing process but also ensures clarity, relevance, and precision, enabling educators to maximize the effectiveness of AI tools in achieving specific educational goals.
To apply the STOP method, users begin by defining their role, or self. Each role description may vary depending on the task. For example, a high school English teacher planning a committee meeting might describe their role as, “I am the Chair of a committee coordinating in-house professional development for high school faculty,” tailoring the description to the specific task rather than their primary job title. To complete this step effectively, users should consider the appropriate role they want AI to adopt for a particular project and craft an “I am…” statement accordingly.
After imputing information about which role AI will need to assume for the task, the user will move to “T”, telling AI the target audience, or who will be using the product AI creates based on this prompt. The target audience description needs to be conveyed as specifically as possible. When deciding what to include, consider what demographic information might affect the outcome of the product AI produces. For example, if AI creates lesson plans which rely on knowledge of state curriculum standards, AI might generate different lesson plans for students in the same grades in California and Georgia. Additionally, a lesson for high school freshman, high school seniors, and first year college students will look vastly different. Users should be cognizant of how demographics related to the target audience will shape AI’s output.
The next step in the STOP method is specifying the objective, where users clearly define the desired product or outcome. This step is crucial, as it provides AI with a clear understanding of what needs to be created, whether it’s a lecture presentation, a lesson plan, a study guide, or another type of educational resource. At this stage, users should also supply AI with essential context or details to guide its output effectively. For example, when requesting a lecture presentation, users might include specific learning objectives, key topics to be covered, or the intended audience. By doing so, educators ensure the generated content aligns with their instructional goals and provides meaningful value.
The final component of the STOP method is specifying parameters required to achieve the desired objective. Just as a person would provide clear instructions to a human assistant, it is essential to give AI precise guidelines to shape the final product. Parameters might include structural requirements such as word count or the number of slides for a presentation, or stylistic preferences such as formality or concise language. Clear and detailed parameters not only enhance the quality of AI-generated content, but also saves time by reducing the need for extensive revisions. Vague or overly general instructions can lead to outputs which lack focus or fail to meet the intended purpose.
Although the STOP method is presented here as separate steps, its elements seamlessly combine to form a single, cohesive prompt. After identifying all elements of the STOP method (see Table 2), users input the elements into an AI text bar as one, singular prompt (see Table 3). In a single session, users might generate multiple products by reusing the information provided in the self and target audience sections of the original prompt. This allows users to proceed directly to the objective and parameters for subsequent tasks without starting from scratch. For instance, educators can use the same foundational information to create a lecture presentation, small group student activity, parent letter, independent activity, and a rubric (see Figure 2). Simply by beginning a subsequent prompt with phrases such as “based on this information…,” enables continuity and consistency across the products created in a single session. This approach streamlines the workflow and maximizes the efficiency of AI tools in educational settings.
The integration of AI in education is transforming how educators approach lesson planning, student engagement, and administrative tasks. By understanding the intricacies of AI systems and adopting structured frameworks like the STOP method, educators can harness the full potential of these tools. The STOP method not only simplifies the prompt-writing process but also ensures AI-generated outputs are precise, relevant, and aligned with educational goals. While AI offers powerful tools for enhancing educational practices, it is essential to recognize its limitations to use it responsibly. AI systems are not free from biases, as they are trained on datasets that may reflect societal, cultural, or historical prejudices (Srinivasan & Chander, 2021). These biases can inadvertently influence the generated content, making it crucial for educators to critically evaluate AI outputs. Furthermore, AI lacks the human ability to understand nuanced contexts or ethical considerations, which means it may produce responses that require further adjustment to align with specific educational standards or values. By understanding these limitations, educators can approach AI as a supportive tool that requires oversight, ensuring its outputs are accurate, equitable, and aligned with teaching objectives. As AI continues to evolve, its role as a supportive assistant in education will only grow more impactful. By clearly defining roles, target audiences, objectives, and parameters, educators can create prompts that generate high-quality resources efficiently, saving valuable time for what matters most-teaching and inspiring students. With thoughtful application, AI has the potential to become a transformative partner in advancing the educational landscape, empowering educators, and enhancing learning outcomes for all.
Figure 1
The STOP Method
Table 1
Recommended AI-Driven Tasks to Support Educators
Category | Recommended Tasks |
|---|---|
Instructional Planning |
|
Assessment Development |
|
Administrative Support |
|
Table 2
Examples of the STOP Method Components
Section | Explanation | Example |
|---|---|---|
Self | Define the role AI should assume when creating the product |
|
Target Audience | Describe pertinent information regarding who will use the product created by AI |
|
Objective | Define the exact product AI should create |
|
Parameters | Outline specific structural and stylistic details AI should adhere to when generating the product |
|
Table 3
Examples of Combining the Components
S-self | T-target audience | O-objective | P-parameters | Complete Prompt |
|---|---|---|---|---|
I am a high school English teacher in California | for my tenth grade students | create an interactive, small group activity for students to practice developing characters using narrative techniques | that will last about twenty minutes | “I am a high school English teacher in California. Create an interactive, small group activity to provide my tenth grade students practice in developing characters using narrative techniques. This activity should last about twenty minutes.” |
I am an elementary school principal at a charter school in North Carolina | for the parents of our second grade students | write a letter explaining the following details of their upcoming field trip to the train museum [include details] | on a tenth grade reading level, sound like a human | “I am an elementary school principal at a charter school in North Carolina. Write a letter for the parents of our second grade students explaining the following details of their upcoming field trip to the train museum [include details]. This letter should be written on a tenth grade reading level and sound like a human wrote it.” |
I am the Chair of a Sunshine Committee that recognizes birthdays and plans holiday celebrations for the faculty and staff at an elementary school | for ten members of the Sunshine Committee | generate an agenda I can use to guide our next meeting where we will plan the upcoming holiday party and discuss our budget | the meeting should last about an hour and should include an icebreaker game | “I am the Chair of a Sunshine Committee that recognizes birthdays and plans holiday celebrations for the faculty and staff at an elementary school. Generate an agenda I can use to guide our next meeting where we will plan the upcoming holiday party and discuss our budget. The meeting should last about an hour and should include an icebreaker game.” |
I am an instructor of Early Childhood Education at a community college teaching developmentally appropriate practice | for the 25 students in my online Introduction to Education course | create an interactive, online discussion board assignment where students showcase developmentally appropriate practice | the assignment should require students to upload a video and include directions on how to respond to two peers in a productive way | “I am an instructor of Early Childhood Education at a community college teaching developmentally appropriate practice in an Introduction to Education course. Create an interactive, online discussion board assignment requiring students to upload a video showcasing developmentally appropriate practice. The assignment should include directions on how to respond to two peers in a productive way.” |
Figure 2
How to Generate Multiple Products in a Single AI Session
Note. Once an original prompt has established the role and target audience, subsequent prompts within a single AI session, may replace role and target audience with, “Based on this information…” ensuring consistency across the various products AI creates.
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