Crafting Lesson Plans and Lecture Notes

AI can help an educator compare structures, time-box activities, or draft parts of a lesson plan. It does not know the students, course sequence, available resources, or whether an activity will produce the intended learning.

This guide proposes a workflow for drafting and checking lesson plans. Use research to choose the teaching strategy, then evaluate whether the AI-supported planning process produces accurate, aligned, and feasible materials.

How to Prompt

Provide the approved outcome, learner context, duration, prior knowledge, available resources, accessibility conditions, and source material. Ask how each activity produces observable evidence of learning.

Ground the plan in outcomes and evidence

Before asking AI to create a lesson plan, provide the approved learning outcomes and course context, and any teaching principles the plan should apply. Do not rely on the model to recover or accurately summarise pedagogical research from memory.

Match each strategy to evidence relevant to the learners and task. For example, Freeman et al.’s meta-analysis supports active learning in undergraduate STEM, not every activity or discipline.¹ Retrieval-practice studies and a review of learning techniques support practice testing for retention; they do not establish the efficiency of AI lesson planning.² ³ Supply the relevant research summary or teaching-centre guidance, rather than relying on the model to recall it. Use Plan, verify, and explain to define which principles the plan should apply and how you will check them.

Example prompt:

Use the supplied learning outcomes and teaching-centre guidance to identify which of these approaches are appropriate for this lesson. Map each proposed approach to an outcome and cite the supporting passage. Flag any recommendation that the supplied material does not support.

Generate a Structured Lesson Plan

Next, request a reviewable lesson-plan draft. Provide:

The subject and specific topic (e.g., organizational behavior management)
The duration of the class (e.g., 90 minutes)
Activities you want included (e.g., small group work, case study analysis, simulations)
Cognitive goals or learning outcomes (e.g., critical thinking, application, synthesis)

If structure or tone is difficult to describe, provide an example of a strong plan. A useful lesson plan should include:

A brief introduction or framing of the topic
2–3 main activities or teaching blocks, with time estimates
Embedded use of retrieval-practice quizzes, group discussion, or real-world application
A conclusion or reflection activity to consolidate learning

Review the draft for feasibility and alignment before preparing materials or using it with students.

Example prompt:

Draft a 90-minute lesson plan for [learner group and topic] using the supplied outcome, course context, and teaching guidance. For each segment, state the student action, purpose, evidence of learning, timing, materials, and accessibility considerations. Use only the supplied material for factual and pedagogical claims. Flag prerequisites or requirements that are missing, and verify that the timings total 90 minutes.

Customize and Refine

Compare the first draft with the outcome, class context, and available time.

You can request adjustments such as:

Swapping a discussion activity for a case study
Adding formative assessment checkpoints or quizzes
Including guided questions for group work or Socratic dialogue
Introducing a specific example or demonstration relevant to your discipline

Verify each revision yourself; repeated prompting can also introduce new errors or undo an earlier requirement.

Example Prompt:

Replace the discussion in activity 2 with a case study involving [describe scenario], and include guided questions for students.

Generate Supporting Materials and Lecture Notes

Once the structure is set, AI can draft supporting content from approved sources. Possible tasks include:

Draft lecture notes or explanations for key concepts (e.g., “Explain the difference between classical and operant conditioning”)
Generate key talking points, diagrams, or analogies
Provide short readings or case summaries
Create comprehension or reflection questions
Design student handouts or slides

Example Prompt:

Using only [approved course excerpt], draft a half-page lecture note on [concept] for the first activity. Map factual claims to source passages and flag gaps. Preserve the course terminology and identify any diagram or example the educator must verify before distribution.

For distributable materials, use the source-grounding, accessibility, and copyright checks in Creating course materials.

Check alignment before using the plan

Ask the model to produce an alignment table, then verify it yourself:

Learning outcome	Student activity	Observable evidence	Assessment or check	Time and resources
What students should achieve	What students—not the educator or AI—will do	What would show progress	How evidence will be noticed or assessed	Whether the activity is feasible and accessible

Remove activities that do not serve an outcome. Add practice or assessment when an outcome lacks observable evidence. Confirm that the sequence activates necessary prior knowledge, allows students to practise, provides feedback, and fits the available time.

For any required AI activity, also check tool approval, equitable access, and a non-AI alternative. See Setting course and assignment AI rules.

Example: Workshop Planning Prompt

Use this as a starting template for a time-boxed workshop plan with interactive activities and a clear schedule. Check its output against the supplied sources, learner needs, and available time before use.


You are an instructional designer supporting a university teaching and learning center.
 
<workshop_context>
Audience: 20 new teaching assistants (mixed disciplines)
Duration: 2 hours
Goal: Help TAs run engaging seminars that promote participation and comprehension.
</workshop_context>
 
<approved_sources>
[paste permitted course excerpts and teaching-centre guidance]
Use only these sources for factual and pedagogical claims. Flag gaps rather
than inventing evidence, sources, or institutional requirements.
</approved_sources>
 
<topics>
- Active learning (think-pair-share, cold calling, small-group work)
- Retrieval practice (low-stakes quizzing, exit tickets)
- Inclusive facilitation (psychological safety, equitable participation)
- Handling common issues (silence, dominant voices, off-topic discussions)
</topics>
 
<constraints>
- Include at least 2 interactive elements that participants experience as learners.
- Include 1 short break.
- Balance theory (why) with practice (how) and concrete scripts.
- Explain how each activity supports the goal and produces observable evidence.
- Include accessible participation options and time for instructions/transitions.
- Use plain language and avoid discipline-specific jargon.
</constraints>
 
<output_format>
Return a schedule within <workshop_plan> tags. Use this format:
 
<workshop_plan>
1. [Segment Name] - [Duration] ([Cumulative Time])
   Purpose:
   Facilitator notes:
   Materials:
</workshop_plan>
 
Include total cumulative time at the end of each segment and ensure the plan fits within 2 hours.
</output_format>

References & Footnotes

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 ↩
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x ↩
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 ↩