# Peer-Teaching Script Builder from Your Notes

> Turn your own concept notes into a speakable peer-teaching script with prerequisites, analogy, checks and fallbacks.

## Install

Copy the content below into your project:

# Peer-Teaching Script Builder from Your Notes

Turn your own concept notes into a speakable peer-teaching script with prerequisites, analogy, checks and fallbacks.

## Start here

This prompt helps you turn material you already have into a short script you can say out loud to a classmate. It is for the learning category: you bring the facts, the prompt organizes them.

**What to paste:** four items before the prompt — CONCEPT (the one idea or skill, one or two sentences), TEACHING LEVEL (beginner, some background, or exam review), SETTING (5-minute hallway chat, 15-minute study session, or 10-minute whiteboard walkthrough), and MY NOTES (your pasted notes, bullet points or excerpt). Optional: what your classmate already struggles with.

**Where to paste:** in an ordinary AI chat that accepts text. No terminal, account connection or API setup is needed. Paste the prompt text, then your four items below it.

**How to check the output:** confirm every factual claim in sections A–H traces to your notes or is clearly labelled as an invented illustration, and that section I maps claims to the exact phrases you pasted. Section J should list what is missing instead of guessing.

## Introduction

The prompt prepares a draft script you will review and deliver yourself. It works only from the material you paste, so accuracy depends on your notes being complete.

## Prerequisites and permissions

You need: your own notes or excerpt covering the concept, enough time to read a short draft, and a chosen level and setting. You do not need any software, integration or account access. The prompt is told not to access accounts, files, calendar or messages, and not to schedule, send or deliver anything.

## Limitations

- If CONCEPT, TEACHING LEVEL or MY NOTES is missing, the prompt asks for it and stops.
- Any invented example must be labelled as an illustration, not a fact from your notes.
- If your notes conflict, both versions should appear with the conflict flagged.
- If the script runs long for the setting, the prompt says what to cut first.
- It cannot know what your class has covered or verify your textbook.

## FAQ

**Can I use it if my notes are messy?** Yes, but gaps stay gaps: anything needed for a clear explanation is listed in section J rather than invented. Verify those points with your instructor or textbook before teaching.

**Does it replace my own understanding?** No. It is a draft you rehearse and adjust. Check the source table before you deliver it.

## Verification note

Documented setup instructions only; source reviewed; runtime not tested. No live run or account access was performed.

## Source and thanks

Original TokRepo prompt (CC BY 4.0). Reference: [ChatGPT release notes](<https://help.openai.com/en/articles/6825453-chatgpt-release-notes>), reviewed 2026-10-04; these templates do not depend on a specific newly announced feature.

## Complete reusable prompt

You are helping me prepare to teach a concept to a classmate. I will paste my own notes, textbook excerpts, or lecture summary below. Your job is to turn that material into a short peer-teaching script I can actually deliver, aimed at the audience level and setting I specify. Work only from the material I provide. If the material is missing a key definition, step, or example needed for a clear explanation, say so explicitly rather than inventing it.

Inputs I will provide:
1. CONCEPT: the single idea or skill I need to teach (one or two sentences).
2. TEACHING LEVEL: choose one of beginner (no background), some background, or exam review.
3. SETTING: one of 5-minute hallway chat, 15-minute study session, or 10-minute whiteboard walkthrough.
4. MY NOTES: pasted text, bullet points, or a short excerpt. This is the only source of truth for facts, terminology, and examples.
5. WHAT MY CLASSMATE ALREADY STRUGGLES WITH (optional): a misconception, a confusing term, or a question they asked.

Produce the following sections in order:

A. ONE-SENTENCE GOAL: What my classmate should be able to do or say after the explanation. Keep it observable.

B. PREREQUISITE CHECK: 2-3 quick questions I can ask before starting to see whether they have the needed background. Mark each as essential or nice-to-have, and give a one-line fallback if they do not.

C. SCRIPT IN THREE BEATS:
- Beat 1: A plain-language setup using only terms from my notes. Define each term the first time it appears.
- Beat 2: The core explanation, broken into numbered steps. Each step must be one sentence I can say out loud, followed by a short note on why that step matters.
- Beat 3: A worked mini-example with concrete numbers, words, or a scenario. If my notes do not contain a worked example, create a simple invented one and label it clearly as an illustration, not a fact from the notes.

D. ONE ANALOGY: A short everyday analogy tied to the concept. State one way the analogy is accurate and one way it breaks down, so I do not oversimplify.

E. TWO CHECKING QUESTIONS: One recall question and one transfer question. For each, give the expected answer and the specific gap it would reveal.

F. COMMON MISCONCEPTION: Name one likely wrong version of the idea and give a one-sentence correction. If I supplied a struggle, address that first.

G. IF THEY GET STUCK: Two backup moves such as drawing a timeline, naming a counterexample, or asking them to restate the idea in their own words. Keep each to one sentence.

H. 60-SECOND RECAP: A short closing summary I can say from memory, ending with one open question for my classmate.

I. SOURCE TABLE: A two-column list mapping each script claim to the exact phrase or bullet in MY NOTES that supports it. If a claim came from an invented analogy or illustration, write 'invented example' in the source column.

J. MISSING INFORMATION: A list of anything I should verify with my instructor, textbook, or another source before teaching it. Do not fill gaps with guesses.

Rules and boundaries:
- If CONCEPT, TEACHING LEVEL, or MY NOTES is missing, ask for the missing item first and stop.
- Do not add facts, dates, formulas, or terminology that are not in my notes unless they are clearly labelled as invented illustrations.
- Do not access my accounts, files, calendar, or messages. You are only preparing a draft script I will review.
- Do not schedule, send, or deliver anything.
- If my notes contradict each other, show both versions in the script and flag the conflict.
- Keep the entire script within the time limit for the chosen setting. If it runs long, say what to cut first.

Worked fictional example (for my own testing only):
CONCEPT: Explain why objects with different masses fall at the same rate in a vacuum.
TEACHING LEVEL: beginner.
SETTING: 15-minute study session.
MY NOTES: 'In a vacuum there is no air resistance. Gravity accelerates all objects equally. Mass does not change the acceleration due to gravity. In air, a feather falls slower than a coin because of drag.'

Illustrative output shape: A goal like 'You can state that in a vacuum all objects fall with the same acceleration and explain why air changes the result.' Then prerequisite questions, a three-beat script using only the notes' terms, a labelled invented illustration about dropping a coin and a feather in a vacuum tube, an analogy about identical buses starting at the same time, checking questions with expected answers, a misconception about heavy objects falling faster, a backup move, a recap, a source table mapping 'no air resistance' to the exact note, and a missing-information line asking whether the class has covered acceleration or only speed.

Before you finish, review:
- Does every factual claim trace to MY NOTES or appear as a labelled invented example?
- Is the script speakable in one continuous take at the chosen time limit?
- Does the transfer question test a new case rather than repeating the example?
- If anything is missing or unclear, list it in section J instead of filling it in.

## References and reuse

- [ChatGPT release notes](https://help.openai.com/en/articles/6825453-chatgpt-release-notes) · Reviewed 2026-10-04

Original TokRepo prompt · [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Reference documents retain their own rights.

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# 把你自己的笔记变成同伴教学讲解稿

把你自己的概念笔记整理成可直接开口讲的同伴教学讲解稿，含前置检查、类比、检测问题和卡壳备用方案。

## 开始使用

这个提示词帮你把已有的材料整理成一段能对同学开口讲出来的短稿。它属于学习类：你提供事实，提示词负责组织。

**要粘贴什么：** 在提示词下面给出四项——CONCEPT（要讲的一个概念或技能，一到两句）、TEACHING LEVEL（beginner、some background 或 exam review）、SETTING（5-minute hallway chat、15-minute study session 或 10-minute whiteboard walkthrough）、MY NOTES（你粘贴的笔记、要点或摘录）。可选：同学已经卡在哪里。

**粘贴到哪里：** 任意能接受文字的普通 AI 对话中。不需要终端、账号连接或 API 配置。先粘贴提示词原文，再在下面粘贴你的四项内容。

**怎么检查输出：** 确认 A–H 部分里每条事实都能追溯到你的笔记，或明确标注为虚构示例；I 部分应当把论点对应到你粘贴的原句。J 部分应列出缺失信息，而不是猜测。

## 说明

提示词只生成一份草稿，由你自己复看并开口讲解。它只依据你粘贴的材料，所以准确性取决于你的笔记是否完整。

## 前置条件与权限

你需要：覆盖该概念的自己的笔记或摘录、一点阅读短稿的时间，以及选定的水平与场景。不需要任何软件、集成或账号访问。提示词被要求不访问账号、文件、日历或消息，也不安排、发送或交付任何内容。

## 局限

- 缺少 CONCEPT、TEACHING LEVEL 或 MY NOTES 时，提示词会先索要缺失项并停止。
- 任何虚构的例子都必须标注为示例，而不是笔记中的事实。
- 笔记互相矛盾时，两版都应出现并标出冲突。
- 若按所选时长讲不完，提示词会说明先删什么。
- 它无法知道你班上讲过什么，也无法核实你的教材。

## 常见问题

**笔记很乱也能用吗？** 可以，但缺口仍是缺口：清楚讲解所需的内容会列在 J 部分，而不是被编造。讲之前请和老师或教材核对。

**它能代替我自己的理解吗？** 不能。它是供你练习和调整的草稿。开口前先看来源对照表。

## 核实说明

仅为文档化配置说明；来源已审阅，运行时未测试。未执行实际运行或账号访问。

## 来源与致谢

TokRepo 原创提示词（CC BY 4.0）。参考：[ChatGPT release notes](<https://help.openai.com/en/articles/6825453-chatgpt-release-notes>)，审阅于 2026-10-04；这些模板不依赖某项新发布的具体功能。

## 完整可复制提示词

你正在帮我准备向一位同学讲解一个概念。我会在下面粘贴我自己的笔记、教材摘录或讲座总结。你的任务是把这些材料整理成一段我真正能讲出来的同伴教学短稿，面向我指定的听众水平和场景。只依据我提供的材料进行。如果材料缺少清楚讲解所需的关键定义、步骤或示例，请明确指出，而不要编造。

我将提供的输入：
1. CONCEPT：我需要讲的一个概念或技能（一到两句）。
2. TEACHING LEVEL：从 beginner（无基础）、some background 或 exam review 中选择一个。
3. SETTING：从 5-minute hallway chat、15-minute study session 或 10-minute whiteboard walkthrough 中选择一个。
4. MY NOTES：粘贴的文字、要点或简短摘录。这是事实、术语和示例的唯一来源。
5. WHAT MY CLASSMATE ALREADY STRUGGLES WITH（可选）：一个误解、一个令人困惑的术语，或他们问过的一个问题。

按顺序输出以下部分：

A. ONE-SENTENCE GOAL：讲解之后，我的同学应该能够做到或说出什么。保持可观察。

B. PREREQUISITE CHECK：我可以在开始前问的 2-3 个快速问题，用来判断他们是否具备所需背景。把每个标注为 essential 或 nice-to-have，并给出一句话的 fallback，以备他们没有该背景时使用。

C. SCRIPT IN THREE BEATS：
- Beat 1：只用我笔记中的术语做的通俗铺垫。每个术语第一次出现时给出定义。
- Beat 2：核心讲解，拆成编号步骤。每一步必须是我能说出口的一句话，后面跟一句关于该步骤为何重要的简短说明。
- Beat 3：一个用具体数字、词语或场景做的完整小例子。如果我的笔记中没有完整示例，就自己编一个简单的，并明确标注为示例，而不是笔记中的事实。

D. ONE ANALOGY：一个与该概念相关的简短日常类比。说明该类比在哪一点上是准确的，以及在哪一点上会失效，以免我过度简化。

E. TWO CHECKING QUESTIONS：一个回忆题和一个迁移题。对每个问题，给出预期答案以及它会揭示的具体缺口。

F. COMMON MISCONCEPTION：指出一个可能的错误版本，并给出一句话的纠正。如果我提供了同学卡住的地方，先处理那个。

G. IF THEY GET STUCK：两个备用动作，比如画时间线、举一个反例，或让他们用自己的话复述该概念。每个保持一句话。

H. 60-SECOND RECAP：一段我能凭记忆说出的简短收尾总结，最后向我的同学提出一个开放问题。

I. SOURCE TABLE：一个两列列表，把每条讲稿论点对应到 MY NOTES 中支持它的确切短语或要点。如果某条论点来自虚构的类比或示例，在来源列中写 'invented example'。

J. MISSING INFORMATION：一份清单，列出我在讲授前应向老师、教材或其他来源核实的内容。不要用猜测填补缺口。

规则与边界：
- 如果缺少 CONCEPT、TEACHING LEVEL 或 MY NOTES，先索要缺失项并停止。
- 不要添加我笔记中没有的事实、日期、公式或术语，除非它们被明确标注为虚构示例。
- 不要访问我的账号、文件、日历或消息。你只是在准备一份我会复看的草稿讲稿。
- 不要安排、发送或交付任何内容。
- 如果我的笔记互相矛盾，在讲稿中呈现两个版本并标出冲突。
- 让整段讲稿控制在所选场景的时间限制内。如果超时，说明先删什么。

虚构的示例（仅供我自己测试）：
CONCEPT：解释为什么在真空中质量不同的物体会以相同速度下落。
TEACHING LEVEL：beginner。
SETTING：15-minute study session。
MY NOTES：“在真空中没有空气阻力。重力使所有物体以相同方式加速。质量不会改变重力加速度。在空气中，羽毛比硬币下落得慢，因为有阻力。”

示例输出形态：一个目标，例如“你能说明在真空中所有物体以相同加速度下落，并解释为什么空气会改变结果。”然后是前置问题、一段只用笔记术语的三拍讲稿、一个标注为虚构示例的关于在真空管中丢下硬币和羽毛的例子、一个关于同时出发的相同公交车的类比、带预期答案的检查问题、关于重物下落更快这一误解、一个备用做法、一段回顾、一张把‘no air resistance’对应到笔记原句的来源对照表，以及一行缺失信息，询问课上是否讲过 acceleration 还是只讲过 speed。

完成前请检查：
- 每条事实是否都能追溯到 MY NOTES，或作为标注过的虚构示例出现？
- 讲稿能否在所选时限内一口气连续讲完？
- 迁移问题是否测试了新的情况，而不是重复那个例子？
- 如果有任何缺失或不清晰之处，请列在 J 部分，而不是自行补上。

## 参考资料与复用

- [ChatGPT release notes](https://help.openai.com/en/articles/6825453-chatgpt-release-notes) · Reviewed 2026-10-04

TokRepo 原创提示词 · [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)。参考资料保留各自原有权利。

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Source: https://tokrepo.com/en/workflows/peer-teaching-script-builder-your-notes-65791189
Author: Prompt Lab