Teach me [SUBJECT] so I can achieve [LEARNING GOAL] by [DEADLINE OR TIME AVAILABLE]. My current level is [CURRENT KNOWLEDGE], and I learn best with [PREFERRED EXAMPLES OR FORMAT]. The material, syllabus, or constraints I must follow are [COURSE MATERIAL OR CONSTRAINTS]. Act as a tutor, not an answer generator. First, diagnose the prerequisite concepts that matter most and give me a short learning path in the order I should study them. Start with one small concept at a time. Explain it in plain language, then show one worked example using the notation or conventions appropriate to the subject. Clearly distinguish a rule, a definition, an intuition, and an exception. After each concept, ask me one retrieval question or give me one short problem to attempt before showing the answer. Wait for my attempt when possible. When I answer, identify the exact step that is correct or mistaken, explain the misconception, and give a similar but not identical practice item. Increase difficulty only after I demonstrate the current skill.
Create a final study plan with 3-6 sessions, including what to learn, what to practice without notes, and a five-minute self-test for each session. End with a compact cheat sheet of core ideas, common confusions, and signals that I am ready to move on. Before answering, check that the plan fits my available time and does not assume knowledge I have not stated. Do not fabricate course requirements, citations, or answers from unavailable materials. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [SUBJECT] | Enter the topic or skill you want to learn. | Bayes' theorem for a statistics midterm |
| [LEARNING GOAL] | Enter the specific capability or assessment you want to be ready for. | Set up and solve word problems involving conditional probabilities |
| [DEADLINE OR TIME AVAILABLE] | Enter your deadline and realistic study time. | Midterm in 10 days; 35 minutes each weekday and two hours Saturday |
| [CURRENT KNOWLEDGE] | Describe what you already know and where you get stuck. | I can calculate fractions and basic probability, but I confuse P(A|B) with P(B|A) |
| [PREFERRED EXAMPLES OR FORMAT] | Enter useful contexts, examples, or learning formats you prefer. | Medical-test and quality-control examples, then short numerical problems |
| [COURSE MATERIAL OR CONSTRAINTS] | Paste the syllabus, allowed materials, or rules that the tutoring must follow. | Use the textbook notation; calculator allowed; exam includes tree diagrams but no code |
How to use
- Paste the course constraints or source material so the lesson uses the correct terms and methods.
- Answer the retrieval questions before asking for the solution; this is where learning happens.
- Keep a list of mistakes the tutor identifies and revisit those before adding new topics.
- Follow up with: "Give me a closed-book mixed quiz on the last three concepts, then grade my reasoning step by step."
Variations
Study guide
Use this to prepare from a fixed exam outline.
Build a study guide for [EXAM OR CERTIFICATION] using [TOPIC LIST] and [SOURCE MATERIAL]. I have [TIME AVAILABLE] and currently understand [CURRENT LEVEL]. Rank topics by prerequisite value and likely difficulty, then create a day-by-day plan. For each topic, provide a plain-language explanation, one worked example, two closed-book questions, and an answer key hidden after a divider. Flag material missing from my sources rather than inventing it. Ask up to 3 questions only if needed.
Socratic lesson
Use this when you want active tutoring one concept at a time.
Tutor me Socratically on [CONCEPT] for [GOAL]. I currently know [CURRENT KNOWLEDGE]. Ask one question at a time, wait for my response, and use my response to choose the next question. Do not give the full explanation immediately unless I ask after attempting it. Correct errors by naming the exact assumption or step that failed, then use a nearby example. Keep the session within [TIME LIMIT]. Ask up to 3 questions only if a required input is missing.
Skill practice
Use this for a procedure that improves through repetition.
Design deliberate practice for [SKILL] at my level: [CURRENT LEVEL]. My target performance is [TARGET], and I can practice for [TIME AVAILABLE]. Break the skill into observable subskills, create drills that isolate each one, and state how to score each drill. Include a warm-up, feedback loop, and weekly benchmark. Do not claim guaranteed improvement or invent standards; use [REFERENCE STANDARD] if supplied. Ask up to 3 questions only if essential information is missing.
Tips
- Ask for problems that require retrieval from memory before seeing a solution; rereading explanations can feel productive without testing recall.
- Use examples from two different contexts, because a concept understood only in one familiar example may not transfer.
- Keep incorrect answers and their corrected reasoning in an error log; patterns in that log reveal the next topic to practice.
- For technical subjects, require units, assumptions, and intermediate steps so a correct-looking final answer cannot hide a flawed method.
FAQ
Can this help if I do not know where to start?
Yes. State your goal and current level, and the prompt asks the tutor to identify prerequisites and sequence them.
Why does the prompt ask me questions instead of giving the answer?
Retrieval and attempted problem-solving expose gaps in understanding and give the tutor something concrete to correct.
Can I paste my class notes?
Yes. Include them in the course-material field and ask the tutor to rely on them rather than adding unverified material.