IATEFL Poland
Generative AI - Understanding the potential mitigating the risks
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Nik Peachey - Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Attitudes to AI in Education
Me
Little knowledge and afraid
Knowledgable and afraid
Fear of AI
Little knowledge and no fear
Knowledgable and not afraid
Knowledge of AI
'It's not artificial intelligence that frightens me, it's human ignorance!'
- Nik Peachey
AI & Chatbots
- Answers any question
- Never gets tired, bored or impatient
- Has no ego or selfconsciousnes
- Short attention span
- Can follow conversational threads
- Can instigate response
- Can be programmed
- Can be used to power other apps
www.britishcouncil.org
Workshop - British Council Poland
AI for materials development
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Creating a play
Prompt templateAct as a script writer.Create the script for a play.Follow these rules:The play should have [number] roles.The play should be suitable for students aged [age].The play should be suitable for language level [level] of the Common European Framework of English.The play should be on the topic of [topic].The play should be in the styles of [writer].
www.britishcouncil.org
Creating songs/poems
Prompt templateAct as a song writer/poet.Create a song/poem. Follow these rules:The song/poem should be suitable for students aged [age].The song/poem should be suitable for language level [level] of the Common European Framework of English.The song/poem should be on the topic of [topic].The song/poem should be in the styles of [writer]. The song/poem should include these words [lexical set].
www.britishcouncil.org
Creating written materials
Prompt templateAct as an ESL materials designerCreate a [type of text] Follow these rules:The text should be suitable for students aged [age].The text should be suitable for language level [level] of the Common European Framework of English.The text should be [formals/informal].
www.britishcouncil.org
Creating a glossary
Prompt templateAct as an ESL materials writer.Create a glossary based on a text. The glossary should include the [number] most complex wordsfrom the text. Follow these rules:As well as a definition of each word it should also include [other specs, e.g. examples, phonemicscript, word grammar, etc.]The definitions should be suitable for students [describe the age and/or CEFR level of the students].If you understand these instructions please ask me to enter the text that the glossary should be based on.
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for interactive prompting
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Acting as a role play partner
Prompt template We will role play together. Act as a [chatbot's role] in [place/context]. I will be [students' role]. Follow these rules: Use English suitable for level [level] of the Common European Framework of Reference. Be concise.Wait for me to reply before continuing. If you understand then introduce yourself as [name of AI] and [how AI should start the conversation].
www.britishcouncil.org
Making extensive reading interactive
- Natural language acquisition
- Develops vocabulary
- Enhance writing skills
www.britishcouncil.org
Acting as a writing partner
Prompt template Act as a creative writer.We are going to write a story together.The story is set [describe the time and place where the story takes place]The main hero of the story is [describe the hero].[add some background story for the hero][describe other characters and the relation to the hero]The story starts when [describe how and when the story will start]We will take turns to add one short paragraph to the story.Do not repeat these instructions, just start with the beginning of the story and write only one short paragraph.Use language appropriate for a student with English level at [add level].
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for collaborative prompting
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Classroom research
- Plan a classroom research project
www.britishcouncil.org
Socratic Approach
- Learn through questioning
www.britishcouncil.org
Guided Reflection
www.britishcouncil.org
Why Collaborative Prompting?
- Engaging
- Thought processes and frameworks
- Metacognition
- Developmental
- Slows down learning
- Overcome isolation
- Effective & Affective
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for developing critical thinking
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Why teach critical thinking?
- Encourages independent learning and decision-making.
- Helps students analyse information rather than just memorise it.
- Builds problem-solving and reasoning skills.
- Prepares students to navigate misinformation and biased sources.
- Strengthens communication by supporting clear, logical arguments.
- Equips learners with lifelong skills for personal and professional growth.
www.britishcouncil.org
Critical Thinking Syllabus
Act as an expert on critical thinking. Help me design a critical thinking syllabus that is appropriate for my students. I have a [Number of hours] hours each week to work with them on critical thinking. I will deliver the syllabus over the course of [Number of weeks] weeks. Rules: Please focus on the things that will have most impact on my students' abilities. My students are [Describe the students]. Optional: Their level of English is [Level] of the Common European Framework Reference.
www.britishcouncil.org
Identifying Bias
Act as a critical thinking expert.
Read through this news article and identify any areas where the writer may be showing bias.
Rules: Describe the areas of bias in a suitable way for [Describe students].
www.britishcouncil.org
www.britishcouncil.org
Ethical Considerations?
www.britishcouncil.org
Ethical Considerations
Safety of
personal
information
Plagiarism
Uncritical use
Bias
Copyright
Age restrictions
Equitable
access
Identity issues
Erosion of trust
Sourcing
Erosion of confidence
Environmental impact
www.britishcouncil.org
Keep up to date
www.britishcouncil.org
Any questions?
www.britishcouncil.org
Thank you!
www.britishcouncil.org
Example Act as the narrator to an interactive story taking place in the wizarding world.The story will follow me, the player, during my education at Hogwarts. You will present the player with various narrative situations: classes to learn new spells, interactions with other students, and various random events around the castle. These situations should be detailed in the style of JKR’s writing. You will always move the story along by replying as students or professors.Start the story by introducing the player at the sorting ceremony. End the first prompt by asking, as the sorting hat, for the player’s name.Start a new prompt with the sorting hat, asking the player 3 separate questions that will determine the house that the player will be sorted into. Let the player answer the question, do not answer the questions for the player. Ask each question one by one. Give each new question only after the player has answered the previous question.Once the answers are given, start a new prompt where the sorting hat will make a decision by giving his thoughts on the player’s personality based off of his answers and sort him in one of the four houses. The player should be sorted based off of what house he would most likely belong in, based off his answers. The student will then join his new housemates at the table.The rest of the story will progress with the player making decisions by answering your prompts.Never make decisions for or as the player.Always write in the style of J. K. Rowling when describing scenes and introducing students and professors.Always end prompts with something the player can react to. Always end prompts with a question such as “What would you like to do?”, or “What would like to say?”, depending on the context of the action.
Socratic Mentoring
Prompt example
Act as a Socratic mentor.Use a Socratic approach to help me develop my knowledge. Do this by asking me questions to help me explore the topic.After each question wait for me to reply before asking the next question.When I have finished exploring the topic, summarise our discussion and make suggestions for areasof re lated knowledge that I could further develop.
ExampleAct as a script writer.Create the script for a play.Follow these rules:The play should have 5 roles.The play should be suitable for students aged 16 to 18.The play should be suitable for language level B1 of the Common European Framework of English.The play should be on the topic of social media.The play should be in the styles of William Shakespeare.
ExampleAct as an ESL materials writer.Create a glossary based on a text. The glossary should include the 10 most complex words from the text.Follow these rules:As well as a definition of each word, it should also include an example of the word in context.The definitions should be suitable for students at B1 of the Common European Framework of Reference.If you understand these instructions please ask me to enter the text that the new text should be based on.
Example We will role play together. Act as a waiter in a sushi restaurant. I will be a customer.Follow these rules:Be polite.Be concise.Take turns to speak.Use English suitable for level B1 of the Common European Framework of Reference. Wait for me to reply before continuing.If you understand then introduce yourself as June and ask how you can help.
Gibbs' Reflective Cycle
Gibbs' Reflective Cycle is a structured framework for reflecting on experiences, commonly used in education and professional development. The cycle consists of six stages:1. Description: Detailing what happened during the experience.2. Feelings: Reflecting on the emotions and thoughts experienced at the time.3. Evaluation: Assessing what was good and bad about the experience.4. Analysis: Understanding why things happened the way they did, considering theories and knowledge.5. Conclusion: Identifying what could have been done differently or what was learned.6. Action Plan: Planning how to handle similar situations in the future more effectively.
Artificial Intelligence
Creating an action research project
Prompt example
Act as an expert on Classroom Action Research. Help me create an action research project based on my specific teaching situation. Please walk me through the process in small steps. Do this by asking me questions and waiting for my answer to each question before asking the next one. Please onlyask one question at a time. When you have enough information please summarise the project and create a project plan for me.
Socratic mentoring
Core Method: Uses open-ended, thought-provoking questions to guide the mentee to reflect, analyze, and find their own answers.Goal: To foster deep understanding, independent thinking, and self-discovery in the mentee.Non-directive: The mentor does not offer solutions or impose views but instead helps the mentee explore their assumptions, beliefs, and reasoning.Active Listening: The mentor listens carefully and attentively to the mentee’s responses and builds further questions based on those.Dialogue-driven: Encourages a two-way, respectful conversation where both mentor and mentee learn from each other.Development of Autonomy: Supports the mentee in becoming more confident and self-directed in their thinking and decision-making.Promotes metacognition: Helps the mentee become more aware of their own thinking processes and decision-making strategies.
ExampleAct as a creative writer.We are going to write a story together.The story is set in the distant future.The main hero of the story is a young woman called Zanta.Zanta is an orphan who was adopted by her uncle after the death of her parents.Zanta's uncle is a mysterious warrior.The story starts when Zanta is 16 and her uncle decides to train her to be a warrior. We will take turns to add one paragraph to the story. Do not repeat these instructions, just start with the beginning of the story and write only one short paragraph.Use language appropriate for a student with English level at CEFR B1.
Guided reflection
Prompt example
Act as a teacher mentor.Help me reflect on my teaching using the [Framework].Guide me through the process by asking questions.Wait for my answer to each question before going on to the next one.At the end of the reflection process help me by summarising my learning points.
Example Act as a song writer. Create a song. Follow these rules: The song should be suitable for students aged 18+. The song should be suitable for language level B1 of the Common European Framework of English. The song should be on the topic of chocolate. The song should be in the styles of Antônio Carlos Jobim.
IATEFL Poland
Nik Peachey
Created on September 18, 2025
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Transcript
IATEFL Poland
Generative AI - Understanding the potential mitigating the risks
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Nik Peachey - Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Attitudes to AI in Education
Me
Little knowledge and afraid
Knowledgable and afraid
Fear of AI
Little knowledge and no fear
Knowledgable and not afraid
Knowledge of AI
'It's not artificial intelligence that frightens me, it's human ignorance!'
- Nik Peachey
AI & Chatbots
www.britishcouncil.org
Workshop - British Council Poland
AI for materials development
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Creating a play
Prompt templateAct as a script writer.Create the script for a play.Follow these rules:The play should have [number] roles.The play should be suitable for students aged [age].The play should be suitable for language level [level] of the Common European Framework of English.The play should be on the topic of [topic].The play should be in the styles of [writer].
www.britishcouncil.org
Creating songs/poems
Prompt templateAct as a song writer/poet.Create a song/poem. Follow these rules:The song/poem should be suitable for students aged [age].The song/poem should be suitable for language level [level] of the Common European Framework of English.The song/poem should be on the topic of [topic].The song/poem should be in the styles of [writer]. The song/poem should include these words [lexical set].
www.britishcouncil.org
Creating written materials
Prompt templateAct as an ESL materials designerCreate a [type of text] Follow these rules:The text should be suitable for students aged [age].The text should be suitable for language level [level] of the Common European Framework of English.The text should be [formals/informal].
www.britishcouncil.org
Creating a glossary
Prompt templateAct as an ESL materials writer.Create a glossary based on a text. The glossary should include the [number] most complex wordsfrom the text. Follow these rules:As well as a definition of each word it should also include [other specs, e.g. examples, phonemicscript, word grammar, etc.]The definitions should be suitable for students [describe the age and/or CEFR level of the students].If you understand these instructions please ask me to enter the text that the glossary should be based on.
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for interactive prompting
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Acting as a role play partner
Prompt template We will role play together. Act as a [chatbot's role] in [place/context]. I will be [students' role]. Follow these rules: Use English suitable for level [level] of the Common European Framework of Reference. Be concise.Wait for me to reply before continuing. If you understand then introduce yourself as [name of AI] and [how AI should start the conversation].
www.britishcouncil.org
Making extensive reading interactive
www.britishcouncil.org
Acting as a writing partner
Prompt template Act as a creative writer.We are going to write a story together.The story is set [describe the time and place where the story takes place]The main hero of the story is [describe the hero].[add some background story for the hero][describe other characters and the relation to the hero]The story starts when [describe how and when the story will start]We will take turns to add one short paragraph to the story.Do not repeat these instructions, just start with the beginning of the story and write only one short paragraph.Use language appropriate for a student with English level at [add level].
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for collaborative prompting
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Classroom research
www.britishcouncil.org
Socratic Approach
www.britishcouncil.org
Guided Reflection
www.britishcouncil.org
Why Collaborative Prompting?
www.britishcouncil.org
www.britishcouncil.org
Workshop - British Council Poland
AI for developing critical thinking
Presenter - Nik Peachey: Pedagogical Director - PeacheyPublications
www.britishcouncil.org
Why teach critical thinking?
www.britishcouncil.org
Critical Thinking Syllabus
Act as an expert on critical thinking. Help me design a critical thinking syllabus that is appropriate for my students. I have a [Number of hours] hours each week to work with them on critical thinking. I will deliver the syllabus over the course of [Number of weeks] weeks. Rules: Please focus on the things that will have most impact on my students' abilities. My students are [Describe the students]. Optional: Their level of English is [Level] of the Common European Framework Reference.
www.britishcouncil.org
Identifying Bias
Act as a critical thinking expert. Read through this news article and identify any areas where the writer may be showing bias. Rules: Describe the areas of bias in a suitable way for [Describe students].
www.britishcouncil.org
www.britishcouncil.org
Ethical Considerations?
www.britishcouncil.org
Ethical Considerations
Safety of personal information
Plagiarism
Uncritical use
Bias
Copyright
Age restrictions
Equitable access
Identity issues
Erosion of trust
Sourcing
Erosion of confidence
Environmental impact
www.britishcouncil.org
Keep up to date
www.britishcouncil.org
Any questions?
www.britishcouncil.org
Thank you!
www.britishcouncil.org
Example Act as the narrator to an interactive story taking place in the wizarding world.The story will follow me, the player, during my education at Hogwarts. You will present the player with various narrative situations: classes to learn new spells, interactions with other students, and various random events around the castle. These situations should be detailed in the style of JKR’s writing. You will always move the story along by replying as students or professors.Start the story by introducing the player at the sorting ceremony. End the first prompt by asking, as the sorting hat, for the player’s name.Start a new prompt with the sorting hat, asking the player 3 separate questions that will determine the house that the player will be sorted into. Let the player answer the question, do not answer the questions for the player. Ask each question one by one. Give each new question only after the player has answered the previous question.Once the answers are given, start a new prompt where the sorting hat will make a decision by giving his thoughts on the player’s personality based off of his answers and sort him in one of the four houses. The player should be sorted based off of what house he would most likely belong in, based off his answers. The student will then join his new housemates at the table.The rest of the story will progress with the player making decisions by answering your prompts.Never make decisions for or as the player.Always write in the style of J. K. Rowling when describing scenes and introducing students and professors.Always end prompts with something the player can react to. Always end prompts with a question such as “What would you like to do?”, or “What would like to say?”, depending on the context of the action.
Socratic Mentoring
Prompt example
Act as a Socratic mentor.Use a Socratic approach to help me develop my knowledge. Do this by asking me questions to help me explore the topic.After each question wait for me to reply before asking the next question.When I have finished exploring the topic, summarise our discussion and make suggestions for areasof re lated knowledge that I could further develop.
ExampleAct as a script writer.Create the script for a play.Follow these rules:The play should have 5 roles.The play should be suitable for students aged 16 to 18.The play should be suitable for language level B1 of the Common European Framework of English.The play should be on the topic of social media.The play should be in the styles of William Shakespeare.
ExampleAct as an ESL materials writer.Create a glossary based on a text. The glossary should include the 10 most complex words from the text.Follow these rules:As well as a definition of each word, it should also include an example of the word in context.The definitions should be suitable for students at B1 of the Common European Framework of Reference.If you understand these instructions please ask me to enter the text that the new text should be based on.
Example We will role play together. Act as a waiter in a sushi restaurant. I will be a customer.Follow these rules:Be polite.Be concise.Take turns to speak.Use English suitable for level B1 of the Common European Framework of Reference. Wait for me to reply before continuing.If you understand then introduce yourself as June and ask how you can help.
Gibbs' Reflective Cycle
Gibbs' Reflective Cycle is a structured framework for reflecting on experiences, commonly used in education and professional development. The cycle consists of six stages:1. Description: Detailing what happened during the experience.2. Feelings: Reflecting on the emotions and thoughts experienced at the time.3. Evaluation: Assessing what was good and bad about the experience.4. Analysis: Understanding why things happened the way they did, considering theories and knowledge.5. Conclusion: Identifying what could have been done differently or what was learned.6. Action Plan: Planning how to handle similar situations in the future more effectively.
Artificial Intelligence
Creating an action research project
Prompt example
Act as an expert on Classroom Action Research. Help me create an action research project based on my specific teaching situation. Please walk me through the process in small steps. Do this by asking me questions and waiting for my answer to each question before asking the next one. Please onlyask one question at a time. When you have enough information please summarise the project and create a project plan for me.
Socratic mentoring
Core Method: Uses open-ended, thought-provoking questions to guide the mentee to reflect, analyze, and find their own answers.Goal: To foster deep understanding, independent thinking, and self-discovery in the mentee.Non-directive: The mentor does not offer solutions or impose views but instead helps the mentee explore their assumptions, beliefs, and reasoning.Active Listening: The mentor listens carefully and attentively to the mentee’s responses and builds further questions based on those.Dialogue-driven: Encourages a two-way, respectful conversation where both mentor and mentee learn from each other.Development of Autonomy: Supports the mentee in becoming more confident and self-directed in their thinking and decision-making.Promotes metacognition: Helps the mentee become more aware of their own thinking processes and decision-making strategies.
ExampleAct as a creative writer.We are going to write a story together.The story is set in the distant future.The main hero of the story is a young woman called Zanta.Zanta is an orphan who was adopted by her uncle after the death of her parents.Zanta's uncle is a mysterious warrior.The story starts when Zanta is 16 and her uncle decides to train her to be a warrior. We will take turns to add one paragraph to the story. Do not repeat these instructions, just start with the beginning of the story and write only one short paragraph.Use language appropriate for a student with English level at CEFR B1.
Guided reflection
Prompt example
Act as a teacher mentor.Help me reflect on my teaching using the [Framework].Guide me through the process by asking questions.Wait for my answer to each question before going on to the next one.At the end of the reflection process help me by summarising my learning points.
Example Act as a song writer. Create a song. Follow these rules: The song should be suitable for students aged 18+. The song should be suitable for language level B1 of the Common European Framework of English. The song should be on the topic of chocolate. The song should be in the styles of Antônio Carlos Jobim.