S
Substitution
Same task. AI replaces a tool.
AI Prompting with SAMR
A teacher needs a prompt. Your group writes it.
The situation: a teacher has an objective and a class that cannot get to it yet. They want AI to help — and they want it done right.
What you do: write the AI prompt for them — by choosing one option in each of four rows.
What you turn in: that prompt, posted to Padlet. The page writes the post — you tap Copy.
Why: a well-worded prompt is the difference between AI opening a task up and AI doing it for students. The four pieces you pick today are the four pieces every good request needs — reusable all year.
1
Four short steps. About 15 minutes.
- Read the ask. The teacher, the objective and your level are given.
- Write the prompt. Four rows, one tap each.
- Rate it. Pick an OSAMR level, finish one sentence.
- Post it. Tap Copy, paste into Padlet.
What you produce: one prompt a teacher could paste into AI today, posted to Padlet. The page writes the post — you just tap Copy.
Everything else is written for you. Your group only chooses the four pieces.
2
The OSAMR framework
This is how we name what AI did. The goal is not the highest letter — it is the honest one.
A
Augmentation
Same task. AI adds useful support.
M
Modification
Task is redesigned, but the target stays intact.
R
Redefinition
AI enables a new learning move students could not easily do before.
O
Overreliance
AI does the thinking, answer, evidence, or product for students.
3
One finished example
This is the whole job. Four picks, one prompt.
Ms. Reyes needs: “My students can explain ratios out loud, but the academic vocabulary stops them cold when they have to write it down.”
- Make a vocabulary bank with student-friendly definitions
- For Grade 6 Math students blocked by academic vocabulary
- Students still decide equivalence and justify why
- Never give the answer
The prompt that writes itself
“Create a vocabulary bank with student-friendly definitions for Grade 6 Math students blocked by academic vocabulary. Students must still decide equivalence and justify why. Do not give the answer.”
Where the line runs inside vocabulary support
A vocabulary bank looks like the safe pick — it never states an answer. But when the thing students have to produce is the explanation, a definition can be the explanation.
Hands over the strategy
- Equivalent ratios — ratios that simplify to the same lowest terms.
- Justify — give the reason two ratios match, such as showing that both reduce to 3:4.
A student can copy either line into the answer blank and be substantially done. Nobody asked the AI for an answer. The definition supplied one anyway.
Names the term only
- Equivalent ratios — two ratios that describe the same relationship. Whether a given pair does is yours to decide.
- Justify — explain your reasoning so a reader can follow how you decided.
Same words, same reading level, same help for Ms. Reyes's students. They still have to compare 6:8 and 9:12 themselves.
The test that transfers: if a student could copy your definition
into the answer blank and be substantially done, the definition is doing the
thinking. Run that check on every support you ask AI to build — this is how
Overreliance shows up wearing a vocabulary bank's clothes.
GO
Now it is your turn
Open your group page. Each group gets a different teacher, a different need, and a different level to build at — the four steps are the same on every page.
Group 1 Separate Page
Math Reasoning Support
Grade 6 Math · Explaining equivalent ratios
Your prompt has to pass this test
- AI may help with academic vocabulary in explaining equivalent ratios — definitions that name the terms, not ones that supply the comparison.
- AI must never provide the final equivalent-ratio explanation.
- Students still decide equivalence and justify why.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 1
Group 1 — Math Reasoning
Fix-It
Group 2 Separate Page
ELA Evidence Support
Grade 7 ELA · Claim and evidence from a hard text
Your prompt has to pass this test
- AI may help with dense text and close-reading load.
- AI must never replace the article or name the evidence for students.
- Students still identify the claim, select evidence, and explain the connection.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 2
Group 2 — ELA Evidence
Fix-It
Group 3 Separate Page
Science Model Support
Grade 7 Science · Labelling the water cycle
Your prompt has to pass this test
- AI may help with directions and academic language for a diagram task.
- AI must never show a completed labeled water-cycle model.
- Students still identify processes and label the model.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 3
Group 3 — Science Model
Fix-It
Group 4 Separate Page
Social Studies Claim Support
Grade 8 Social Studies · Building a historical argument
Your prompt has to pass this test
- AI may help with writing structure for an argument response.
- AI must never give the claim position or source-based reasons.
- Students still make the judgment, choose reasons, and interpret sources.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 4
Group 4 — Social Studies Claim
Fix-It
Group 5 Separate Page
MLL Language Access Support
MLL · Comparing a table and a graph
Your prompt has to pass this test
- AI may help with complex directions for comparing representations.
- AI must never reduce the task to noticing only one representation.
- Students still compare both representations and explain the relationship.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 5
Group 5 — MLL Language Access
Fix-It
Group 6 Separate Page
Executive Function Support
SPED / Accessibility · Planning a constructed response
Your prompt has to pass this test
- AI may help with multi-step planning for a constructed response.
- AI must never fill in the topic sentence, evidence, or explanation for students.
- Students still choose evidence and explain how it supports the response.
-
1
Write your fix
One box. What support would you actually hand students? Tap the starter and edit it — you never have to begin from blank.
-
2
Rate it, then post
Two quick answers and your Padlet post below writes itself.
Ready for Padlet
Gallery post for Group 6
Group 6 — Executive Function
Fix-It
Padlet
Post your prompt, then read two others.
One post per group: the prompt you wrote, the level you built at, and the line that proves students still do the thinking. Then react to two prompts you would actually use.
Padlet link
Open the shared Padlet and paste your copied post. Then read the other groups and react to at least two you would use in your own room.