Act as a tutor helping me learn [SUBJECT] for [GOAL OR CONTEXT]. My current level is [CURRENT LEVEL], I can study [TIME AVAILABLE], and the materials or syllabus I must use are [MATERIALS OR TOPICS]. My constraints or weak areas are [CONSTRAINTS OR WEAK AREAS]. Create a learning plan that builds durable understanding rather than giving me finished answers. Start by identifying the prerequisite concepts I need and the few highest-value topics for my goal. Then produce: 1. A week-by-week plan for the available time, with each session’s learning objective, reading or resource task, retrieval-practice task, and application exercise. 2. A concept map in plain text showing how the main ideas connect. 3. A diagnostic quiz of eight questions that tests misconceptions as well as recall; do not reveal answers until I respond. 4. A tutoring protocol: when I ask a question, first ask me to explain my current thinking, then give a hint, then a worked explanation only if I remain stuck. 5. A final assessment plan that requires me to solve or explain a new problem, not repeat a memorized example. Use examples appropriate to my level and label assumptions. If a topic has competing schools of thought, distinguish consensus, debate, and evidence quality. Do not fabricate textbook content, citations, experimental results, or exam requirements. Before answering, check that every session includes active practice and that the plan fits the time I gave. Ask up to three clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [SUBJECT] | Name the subject and, if useful, the specific unit or skill within it. | introductory statistics, especially hypothesis testing and confidence intervals |
| [GOAL OR CONTEXT] | State why you are learning it, such as an exam, project, work task, or personal interest. | a community-college midterm and the ability to interpret results at work |
| [CURRENT LEVEL] | Describe what you already know and where you tend to get stuck. | I can calculate a mean and standard deviation but confuse p-values, null hypotheses, and confidence intervals. |
| [TIME AVAILABLE] | State the deadline and realistic weekly study time. | four weeks, five hours per week |
| [MATERIALS OR TOPICS] | Paste a syllabus, list of required topics, or materials you need to cover. | sampling distributions, z and t tests, confidence intervals, Type I and II errors, correlation versus causation |
| [CONSTRAINTS OR WEAK AREAS] | List learning constraints, prior gaps, or skills that need extra attention. | I need plain-language explanations first and have not used algebra regularly. |
How to use
- Paste the exact topics your course or project requires, then remove material that is outside your goal.
- Answer the diagnostic without looking up solutions so the plan can expose your actual gaps.
- Use the tutor protocol in a new chat whenever you are stuck instead of immediately asking for the answer.
- Follow up with: “Quiz me on confidence intervals using a new workplace example, one question at a time, and wait for my reasoning.”
Variations
Exam study plan
Use this before a scheduled exam.
Create a study plan for my [EXAM NAME] on [EXAM DATE]. The tested topics and weighting are [TOPICS AND WEIGHTING], and my current results are [CURRENT PERFORMANCE]. I have [STUDY TIME]. Output a daily plan with retrieval practice, mixed problem sets, error-log prompts, and two timed practice sessions. Prioritize high-weight and weak topics. Do not invent exam formats or content not listed. Ask up to three questions only if necessary, then give me a five-question diagnostic without answers.
Skill practice
Use this for a practical skill rather than an academic class.
Teach me [SKILL] so I can complete [REAL-WORLD TASK] by [DEADLINE]. I currently can [CURRENT ABILITY], have access to [TOOLS OR MATERIALS], and struggle with [WEAKNESS]. Build a sequence of short drills that increase in difficulty, each with an observable pass criterion and a way to diagnose errors. Include one realistic final project. Do not assume tools, safety permissions, or prior knowledge I have not stated. Ask up to three required questions first.
Socratic tutor
Use this during a difficult lesson or assignment.
Tutor me through [TOPIC OR PROBLEM] at a [LEVEL] level. My attempt so far is [MY ATTEMPT]. Do not give the final answer immediately. Ask one question at a time, use hints that target the specific gap in my reasoning, and ask me to restate the principle before moving on. If I make an error, identify the exact step rather than saying it is simply wrong. At the end, give one analogous practice problem without its solution.
Tips
- Use AI to generate new examples after you solve the assigned ones; reusing the same numbers can hide whether you understand the underlying method.
- Keep an error log with the mistake, why it happened, and the rule or cue that would catch it next time.
- For factual subjects, ask for source recommendations or verify claims against your course materials before treating an explanation as authoritative.
- If you are preparing for an assessed assignment, use AI for tutoring and feedback rather than submitting generated work as your own.
FAQ
Can AI replace a textbook or teacher?
It can explain and drill concepts, but it can make mistakes and may not match your course’s terminology or standards. Keep your assigned materials as the source for scope and assessment requirements.
What should I do when an explanation feels clear but I still miss problems?
Ask for a fresh problem and narrate each step before seeing feedback. Recognition is not the same as being able to retrieve and apply an idea.
How often should I use quizzes?
Use short retrieval checks in most study sessions, then return to missed ideas after a delay. Mixing older topics with new ones better reflects the conditions of a real exam or task.