Topic outline

  • Forum: 1Text and media areas: 2
  • Text and media areas: 4Folder: 1File: 1
  • Files: 8
  • Text and media area: 1

    • Writing commands for ChatCPT to help plan topics and ideas for lessons.


      As a science teacher, help plan topics and ideas for lessons about “Living Things and Processes of Life:” living things, basic units of living things, the structures and functions of various systems of living things and the processes of life, biodiversity, genetic transmission, the functioning of various systems of living things, the evolution and diversity of living things, and biotechnology.


  • Text and media area: 1

    • Writing commands for ChatCPT to help create lesson structures.

      As a subject science teacher, help create lesson structures about " Living Things and Processes of Life” for students in Grade 7 in accordance with Standard SC1.1: Understanding of the basic units of living things; the relationship between structures and functions of various systems of living things that are interlinked; having an investigative process for seeking knowledge; ability to transfer and put the knowledge into practice and care for living things.


  • Text and media areas: 4

    • Writing commands for ChatCPT to write learning objectives (KPA).

      As a science teacher, 'Living Things and Life Processes,' please help write comprehensive learning objectives that integrate Revised Bloom's Taxonomy (2001), the Affective Domain (Krathwohl, 1964), and Dave's Psychomotor Domain (1975). These objectives should be consistent with the Grade 7 indicators that students explain the importance of the photosynthesis process of plants to living things and the environment. You don't need to cover all items from each taxonomy or domain, but ensure consistency with the indicators and educational standards so that learners engage cognitively, emotionally, and practically in understanding the subject matter.

    • What is Bloom’s Taxonomy?



           Bloom’s Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). Benjamin Bloom, an educational psychologist at the University of Chicago, proposed the taxonomy in 1956. The terminology has been recently updated to include the following six levels of learning.
      These six levels can be used to structure the learning outcomes, lessons, and assessments of your course.

      1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
      2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
      3. Applying: Carrying out or using a procedure for executing or implementing.
      4. Analyzing: Breaking material into constituent parts and determining how the parts relate to one another and an overall structure or purpose through differentiating, organizing, and attributing.
      5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.
      6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

    • What is Dave’s Psychomotor Taxonomy?


           Dave’s Psychomotor Domain (1975) provides a hierarchical framework for the development of motor skills. It focuses on how physical skills are learned, practiced, and eventually mastered through a structured process. Like Bloom’s Taxonomy for Cognitive Development, Dave’s taxonomy organizes psychomotor learning into five levels, ranging from basic imitation to the automatic execution of complex tasks. These levels help educators and trainers understand how motor skills evolve from basic copying to skilled, fluid performance.

      Here’s a breakdown of the five levels in Dave’s Psychomotor Domain:

      1. Imitation
      • Definition: This is the foundational level where learners observe a physical task and then attempt to replicate it. At this stage, learners rely on instruction or demonstration and often mimic the actions of others. The focus is on reproducing the movements rather than understanding or refining them.
      • Examples: A beginner musician watching a teacher play a chord and then copying it; a student following along with a workout video for the first time.
      • Key Verbs: Imitate, copy, follow, observe, mimic.

      2. Manipulation
      • Definition: In this stage, learners begin to practice the skill independently, applying what they have observed. The learner can follow instructions but may not yet perform the task smoothly. Repetition and practice are key elements at this level, as the learner is developing control and coordination.
      • Examples: A student practicing a dance routine they learned, performing a lab experiment with some assistance but growing more independent.
      • Key Verbs: practice, execute, perform, manipulate.

      3. Precision
      • Definition: At this level, the learner is able to execute the task with more accuracy, control, and less effort. Movements become more precise, requiring fewer mistakes and less conscious effort. There is an emphasis on refining the skill, increasing speed, and improving accuracy through repeated practice.
      • Examples: A surgeon performing routine procedures accurately; a pianist playing a piece of music fluently without errors.
      • Key Verbs: Perform, calibrate, refine, control.

      4. Articulation

      • Definition: The learner can now combine different skills and movements to perform more complex tasks. Movements are coordinated and smooth, and the learner is able to adjust their actions in response to varying conditions or challenges. There is a high level of coordination and integration of multiple actions or techniques.
      • Examples:  A chef preparing a meal by managing different cooking techniques simultaneously; an athlete executing a series of complex manoeuvres in a sport with ease and coordination.
      • Key Verbs: Coordinate, integrate, adapt, combine.

      5. Naturalization 

      • Definition: At this highest level, the skill has become automatic or habitual. The learner can perform tasks without conscious effort, often responding intuitively to situations. There is a mastery of the skill, and the learner can execute tasks with great efficiency, even under pressure or in novel situations.
      • Examples: A professional basketball player making a free throw without thinking; a pilot operating an aircraft during challenging weather conditions.
      • Key Verbs: Master, automate, respond naturally, internalize.


      Key Characteristics of Dave’s Taxonomy:

      • Progressive mastery: Each level builds on the previous one, requiring practice and refinement to move from basic imitation to naturalized, automatic skill performance.
      • Role of practice: Practice is essential throughout all stages, especially during the manipulation and precision levels, as learners refine their control and efficiency.
      • Application in technical and physical skills: Dave’s taxonomy is widely applicable in fields that require hands-on or physical skill development, such as sports, performing arts, medical professions, and trades (e.g., carpentry and mechanics).

           Dave’s Psychomotor Domain emphasizes how learners progress from simply copying others' actions to mastering complex motor skills that become second nature. This taxonomy helps educators and trainers structure learning activities to ensure that students practice and refine their skills until they reach the highest level of proficiency and autonomy.

    • What is Affective Domain in Bloom’s Taxonomy? 


      The Affective Domain in Bloom’s Taxonomy (1964) refers to the emotional component of learning, focusing on students' attitudes, values, motivations, and feelings. It is one of the three domains of knowledge, alongside the Cognitive and Psychomotor domains. The Affective Domain emphasizes how learners' emotions and attitudes affect their ability to learn, emphasizing the importance of emotional responses in the educational process. 

      Bloom’s Affective Domain is structured into five hierarchical levels, from simple awareness to internalization of values:

      1. Receiving (Awareness): At this level, students are simply aware of stimuli, showing a willingness to listen or becoming attentive. It’s the foundation of the affective domain, where learners recognize and are open to new experiences or information.

      Example: Paying attention in class, showing awareness of a topic.

      2. Responding (Participation): Learners actively participate or react to the stimulus by engaging, complying, or responding positively. They not only pay attention but also participate in the learning process.

      Example: Asking questions, discussing topics, or completing tasks.

      3. Valuing (Attaching Importance): At this stage, learners start attaching value or worth to a concept or experience. They show commitment to something by acting consistently with the value they attach to it.

      Example: Showing interest in sustainability and supporting environmentally friendly practices.

      4. Organization (Prioritizing Values): Learners integrate different values into a value system and start prioritizing them. They compare, relate, and organize values based on their beliefs and judgments.

      Example: Resolving a conflict between environmental values and economic decisions.

      5. Characterization (Internalization of Values): At the highest level, the learner's behaviours consistently align with the internalized values, which become a defining part of their character. The learner acts consistently with these values in a committed and predictable manner.

      Example: Advocating for ethical practices as a central part of their personal and professional identity.

           The Affective Domain emphasizes how important emotions and attitudes are in the learning process. They affect not just what is learned but how deeply it is internalized and applied in real-life situations. This domain is crucial for developing critical thinking, empathy, ethical behaviour, and personal growth.

  • Text and media areas: 2

    • Writing commands for ChatCPT to create a worksheet with answers.

      As a science teacher, please help me create a worksheet with answers about “Living Things and Processes of Life” for Grade 7. 

  • Text and media areas: 2

    • Writing commands for ChatCPT to create Multiple-Choice quizzes with answers.


      As a science teacher, please help me create Multiple-Choice quizzes  with answers 10 items about “Living Things and Processes of Life” for Grade 7

  • Text and media areas: 2

    • Writing commands for ChatCPT to create True/False quizzes with answers.

      As a science teacher, please help me create True/False quizzes with answers about “Living Things and Processes of Life” for Grade 7.

  • Text and media areas: 2

    • Writing commands for ChatCPT to create Open-Ended questions with answers.

      As a science teacher, please help me create open-ended questions with answers about “Living Things and Processes of Life” for Grade 7.

  • Text and media areas: 2

    • Writing commands for ChatCPT to create questionnaires.

      • Step 1: Please help me create a questionnaire to measure the knowledge of instructors before I give a lecture on Optimizing Teaching and Learning with AI ChatBots: A Practical Guide for Teachers.

      • Step 2: Give me a word file.

  • Text and media areas: 2

    • Writing commands for ChatCPT to create a survey form in Google Forms.

      There are steps as follows:

      • Step 1: Use Form Builder Plus for GPT in Explore GPTs
      • Step 2: Attach a Word file questionnaire.
      • Step 2: Write prompt.
                   Please bring the information from this file to create a survey form in Google Forms about the Pre-Lecture Questionnaire: Measuring Instructor Knowledge on Al ChatBot.

  • Text and media areas: 2

    • Writing commands for ChatCPT to create a picture.

      Give me a picture of the AI chatbot for assessment and feedback in a wide aspect ratio.

  • Text and media areas: 2

    • Writing commands for ChatCPT to help design interactive activities: group debates.

      As a science teacher for Grade 7, please help me design interactive activities, "Group Debates," about “Living Things and Processes of Life.”

  • Text and media areas: 2

    • Writing commands for ChatCPT to help design interactive activities: discussions.

      As a science teacher for Grade 7, please help me design interactive activities for discussions about “Living Things and Processes of Life."

  • Text and media areas: 2

    • Writing commands for ChatCPT to help design interactive activities: case studies.

      As a science teacher for Grade 7, please help me design interactive activities for case studies about “Living Things and Processes of Life.”



  • Text and media areas: 2

    • Writing commands for ChatCPT to design an activity evaluation form.



      As a science teacher for grade 7, please help me write a rubric score from experimental group activities and describe the results of plants' photosynthesis in "Strand 1: Living Things and Life Processes.” According to this indicator, "Students can do experiments and describe the results of photosynthesis of plants."

  • Text and media areas: 2

    • Write a teamwork assessment rubric.

      As a science teacher for grade 7, please help me write a teamwork assessment rubric for the experimental group activity and describe the results of plants' photosynthesis in Strand 1: Living things and life processes.

  • Text and media areas: 2

    •  Writing commands for ChatCPT to help grade quizzes.

      Please score the following multiple-choice test. Compare the student's answers with the correct answers provided and calculate the total score.

        Steps for Using ChatBot to Score Tests:
      1. Input: Students' answers and the correct answer key.
      2. Comparison: The ChatBot checks each student's answer against the correct answer.
      3. Feedback: The ChatBot provides feedback for each question (correct/incorrect).
      4. Scoring: The ChatBot calculates the final score as a percentage or a fraction.

  • Text and media areas: 2

    • Writing commands for ChatCPT to help follow-ups and provide study resources.

      When Grade 7 students have a test score of less than 50% in the multiple-choice test on "Living Things and Processes of Life,” please help me write additional practice recommendations or resources for students to review based on their performance on this topic.

  • Text and media area: 1

    • We’ve seen how AI ChatBots can play a crucial role in various aspects of teaching, including:

        • Lesson Preparation: Streamlining the planning process and providing creative ideas for lessons, quizzes, and student activities.
        • In-Class Teaching: Enhancing student engagement through real-time interaction, managing tasks like attendance, and providing immediate feedback through quizzes or discussions.
        • Assessment and Feedback: Automating grading, offering personalized feedback, and recommending additional resources to support continuous learning for students.


      How to Begin Integrating AI ChatBots into Your Teaching?

           Integrating AI ChatBots into your teaching doesn't have to be overwhelming. 

      1. Start small—perhaps by using a ChatBot to help with simple tasks like answering repetitive student questions or grading quizzes. Gradually, you can explore more advanced uses, such as generating personalized learning paths or engaging students with interactive real-time quizzes
      2. The key takeaway is that AI ChatBots are here to support both teachers and students by saving time, providing personalized experiences, and making the classroom more interactive. By using AI, you can focus more on fostering deeper connections with your students while allowing the technology to handle some of the administrative and repetitive tasks.
  • Files: 2Text and media areas: 3