ChatGPT prompt for an instructional design plan

Create an instructional design plan for [LEARNING EXPERIENCE]. The learners are [LEARNER PROFILE]. The required performance or learning need is [LEARNING NEED]. The content, policies, and source material are [SOURCE MATERIALS]. The delivery constraints are [DELIVERY CONSTRAINTS]. Evidence of successful learning must look like [SUCCESS CRITERIA].

Use backward design. First identify the terminal performance learners should demonstrate, then draft 3–5 measurable learning objectives using observable verbs. Classify each objective by the kind of learning involved: knowledge, skill, decision-making, or attitude/transfer. Do not use unmeasurable objectives such as “understand,” “know,” or “appreciate” unless paired with observable evidence.

Produce a plan with these sections:
1. Learner and context analysis, including prior knowledge, motivation, accessibility needs, and likely misconceptions.
2. A constructive-alignment table: objective, assessment evidence, learning activity, feedback method, and time required.
3. A sequenced lesson or module outline with opening relevance, retrieval or activation of prior knowledge, modeling or examples, guided practice, independent application, and transfer.
4. Assessment specifications: task, criteria or rubric, passing standard, and accommodations.
5. Materials and implementation notes, including accessibility and facilitation requirements.

Make activities appropriate to the stated delivery constraints and learner level. Include at least one authentic application task that resembles the real decision or work learners must do. Design feedback around common errors, not just correct answers. Do not invent source content, learner data, legal requirements, or accessibility accommodations that I have not provided; identify gaps instead.

Before answering, verify that every objective has aligned assessment evidence and practice, and flag cognitive overload, prerequisite gaps, or inaccessible formats. Ask up to 3 clarifying questions only if a required input is missing.

Build an analytic scoring rubric for this learner task: [PERFORMANCE TASK]. Learner level: [LEARNER LEVEL]. Required standards or source materials: [STANDARDS]. Passing decision: [PASSING RULE]. Create 4–6 criteria that assess observable work, not effort or personality. For each criterion, write four performance levels with concrete descriptors, point values, and examples of common errors. Include a short scoring guide for borderline cases and accommodations that preserve the construct being assessed. Do not invent requirements beyond [STANDARDS]. Check that the rubric can distinguish partial performance from proficient performance.

Design a self-paced online module on [TOPIC] for [LEARNERS]. Required outcomes: [OBJECTIVES]. Approved content: [SOURCE MATERIALS]. Platform and time limits: [PLATFORM AND TIME]. Create a screen-by-screen storyboard with estimated time, instructional purpose, content format, learner interaction, feedback, and accessibility notes. Include a short scenario or decision practice after each major concept and a final authentic assessment. Avoid long text-only screens, decorative interactions, and knowledge checks that merely ask learners to recall a definition. Flag content that needs media, SME review, or platform testing.

Analyze this performance problem before proposing training. Context: [PERFORMANCE PROBLEM]. Who is affected: [AUDIENCE]. Evidence available: [EVIDENCE]. Current process, tools, incentives, and manager support: [WORK CONDITIONS]. Separate likely knowledge or skill gaps from workflow, staffing, tool, incentive, or policy issues. State what evidence supports each hypothesis and what data to collect next. Recommend training only for gaps training can address, and propose non-training interventions for the rest. Do not assume poor performance is caused by employee knowledge or motivation.