Instructional coach for explanations, examples and analogies

Turns a topic and a class profile into a plain two-paragraph explanation, two worked examples and one analogy, then invites you to revise it around your students' misconceptions.

PLPromptByte Library@promptbytePublished Aug 15

TextLearning #analogies #explanations #lesson planning #teaching

Version 1 of 1 · published Aug 15, 2026Version 1 · only version

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Anthropic · Claude Sonnet 5 PLPromptByte Library Version 1

Prompt

Version 1 · 3 variables · 3 required

Fill in the values below — the customized prompt updates as you type. marks a required value.

Learning level of your students{{learning_level}}

Grade level, college or professional — the more specific the better.

Topic or concept to explain{{topic}}

The single concept you want an explanation for. One concept at a time works better than a whole unit.

What students already know{{prior_knowledge}}

What they have covered, and anything you know they get wrong. This sets the floor the explanation builds from.

Fill in Learning level of your students, Topic or concept to explain, What students already know to copy the customized prompt.

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Claude Sonnet 5 result by PromptByte Library
Anthropic · Claude Sonnet 5 PLPromptByte Library (@promptbyte)Version 1Published Aug 15
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**Explanation** Every cell is wrapped in a thin boundary called the cell membrane. It is not a solid wall — it is more like a flexible skin with tiny gaps and doorways in it. Some things slip through those gaps on their own, and other things are too big or the wrong shape and have to be let in deliberately. That difference is the whole idea: the membrane decides what gets in and out, which is how a cell stays different on the inside from the water around it. Diffusion is the name for the "slips through on its own" case. Small particles are always jiggling and bumping about at random. If…
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Usage notes

Written for the teaching side of the desk: you already understand the topic and need language that lands with a specific group.

How to use it

Make learning_level concrete — "Year 9 mixed-ability, second science lesson of the term" beats "high school".
prior_knowledge is the highest-leverage field. It sets the floor the explanation is allowed to build from.
Expect it to end by asking what you would change. Answer that turn — naming a misconception your class actually holds is where the second draft gets good.
The "no jargon, no assumed domain knowledge" instruction is load-bearing. If a term slips through, say so and it will rewrite around it.

Also works for onboarding docs, conference talks and explaining your work to a non-specialist stakeholder — anywhere you need one explanation, two examples and an analogy.

Adapted for PromptByte by moving the coach's two setup questions into fields so the first response is the explanation itself.

Attribution: adapted from https://github.com/microsoft/prompts-for-edu by Ethan R. Mollick & Lilach Mollick, licensed MIT. Source file: https://github.com/microsoft/prompts-for-edu/blob/main/Educators/Prompts/Explainer.MD

Output2,010 characters

**Explanation** Every cell is wrapped in a thin boundary called the cell membrane. It is not a solid wall — it is more like a flexible skin with tiny gaps and doorways in it. Some things slip through those gaps on their own, and other things are too big or the wrong shape and have to be let in deliberately. That difference is the whole idea: the membrane decides what gets in and out, which is how a cell stays different on the inside from the water around it. Diffusion is the name for the "slips through on its own" case. Small particles are always jiggling and bumping about at random. If there are far more of them on one side of the membrane than the other, that random jiggling means more of them happen to wander across from the crowded side than back from the empty side. Nobody pushes them and the cell spends no energy — the crowd simply spreads out until both sides are about even. **Example 1.** Oxygen in the lungs. There is a lot of oxygen in the air you have just breathed in and much less in the blood arriving at your lungs. Oxygen crosses into the blood on its own, with no pumping, until the difference evens out. **Example 2.** A tea bag in a mug of hot water. The colour starts concentrated in the bag and ends up spread evenly through the mug, even if nobody stirs it. **Analogy.** Picture a packed room with one open door into an empty corridor. Nobody is ordering anyone to leave, but people are milling about at random, and more of them stumble out through the door than stumble back in — simply because there are more people inside to begin with. Eventually the room and the corridor are equally busy, and people still wander both ways; it just looks like nothing is changing. Would you like to change or add anything here? If you know a misconception your class tends to bring in — a very common one is thinking diffusion stops once the two sides are equal, rather than continuing in both directions at equal rates — tell me and I will rewrite the explanation to head it off.

Instructional coach for explanations, examples and analogies

Example output

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Learn vocabulary through context and near-synonym contrasts

Check reading comprehension against the supplied article

Rehearse English pronunciation with stress and rhythm

Compare literal and natural translations for learning

Plan a classroom lesson with checks for understanding

Build an assignment rubric with observable criteria

Discussion 0

Example output

Prompt

Resultsfor version 1

Models represented

Something wrong with this prompt?

Related prompts

Learn vocabulary through context and near-synonym contrasts

Check reading comprehension against the supplied article

Rehearse English pronunciation with stress and rhythm

Compare literal and natural translations for learning

Plan a classroom lesson with checks for understanding

Build an assignment rubric with observable criteria

Discussion 0