{"id":428,"date":"2025-11-12T12:59:00","date_gmt":"2025-11-12T12:59:00","guid":{"rendered":"https:\/\/cpocreativity.com\/world\/?p=428"},"modified":"2025-11-21T20:30:24","modified_gmt":"2025-11-21T20:30:24","slug":"ai-classroom-methodology-parts","status":"publish","type":"post","link":"https:\/\/cpocreativity.com\/world\/ai-classroom-methodology-parts\/","title":{"rendered":"AI in the classroom is not magic but methodology \u2013 why P\u00b7A\u00b7R\u00b7T\u00b7S is the teacher\u2019s new best friend"},"content":{"rendered":"\n

By Boris Mihailov (Teacher, lecturer at PU and AI trainer)<\/strong> | 12 November 2025, 10:59 am<\/strong><\/p>\n\n\n\n

Every educator who has tried to use artificial intelligence \u2013 whether Gemini, ChatGPT or another platform \u2013 knows this feeling: sometimes AI is a brilliant assistant and sometimes \u2026 it is simply a waste of time. In one moment it produces the perfect analogy for a complex scientific concept \u2013 an analogy that would take us, as teachers, hours to devise and polish. The next moment, on a seemingly similar task, it generates a text so superficial, factually wrong or just wooden that we wonder why we bothered at all.<\/p>\n\n\n\n

Why is there such a drastic inconsistency? Why does this powerful tool behave so unpredictably?<\/p>\n\n\n\n

From my experience as a teacher in school, at the university (PU) and as a trainer of hundreds of teachers, I see the same repeating story: a teacher, inspired by the news, experiments with AI. They receive a mediocre, unusable result. They become disappointed, decide that \u201cthis isn\u2019t for me\u201d or \u201cit\u2019s not ready yet\u201d and give up. The technology, instead of becoming an ally, is abandoned and its enormous potential wasted.<\/p>\n\n\n\n

The problem, however, is not the technology itself. The problem is that we still try to chat<\/strong> with AI instead of assigning it tasks<\/strong>. That is the battle for methodology<\/em>.<\/p>\n\n\n\n

At the moment all the major companies \u2013 Google, OpenAI, Microsoft and Anthropic \u2013 are in an intensive technological race. That is the visible part of the iceberg: who will build the \u201csmarter,\u201d faster and more capable model. Parallel to this, and perhaps more important for us, they are actively searching for and offering practical methodological models<\/strong>. These are guides, best practices and structured frameworks that show professionals how to use these complex tools effectively.<\/p>\n\n\n\n

These frameworks, often called prompt models<\/strong>, are numerous. Acronyms such as R.I.C.E.<\/strong>, C.A.R.E.<\/strong>, B.R.O.K.E.R.<\/strong> and many others each try to \u201coptimise\u201d the system in their own way. Sites such as CPO Creativity even offer prompt generators<\/a> to help structure these instructions. This diversity proves that the battle for methodology<\/em> is real and fought on many fronts. Ultimately, a model is useless if no one knows how to extract value from it.<\/p>\n\n\n\n

My role as a teacher and trainer is to be on this front line \u2013 not the technological one, but the methodological one. My job is to test, review and evaluate these experimental models in real conditions and to sift out those that actually work, bring value and can be applied directly in the Bulgarian classroom with its specific needs, curricula and constraints.<\/p>\n\n\n\n

After testing dozens of approaches, one model stood out in my trials and trainings. It is Google\u2019s model called P\u00b7A\u00b7R\u00b7T\u00b7S<\/strong>.<\/p>\n\n\n\n

The problem: \u201cWrite me a lesson plan\u2026\u201d<\/h2>\n\n\n\n

Let\u2019s be honest: most teachers start this way. They open the chat window and type their intuitive first request:<\/p>\n\n\n\n

\n

\u201cWrite me a lesson plan for photosynthesis for 9th grade.\u201d<\/p>\n<\/blockquote>\n\n\n\n

What they receive in response is a perfect example of pedagogical failure. It is a generic, often sterile and factually incorrect text. It doesn\u2019t know my students. It doesn\u2019t know that in 9 B I have three students with special educational needs and two for whom Bulgarian isn\u2019t their native language. It doesn\u2019t know that I have only 30 minutes of actual teaching time, not the full 45. It doesn\u2019t know which topics we covered last week and which concepts are already clear or still difficult. The result is absolutely unusable in its original form and requires more time to edit than to write from scratch.<\/p>\n\n\n\n

This happens because we treat AI as a conversation partner in a caf\u00e9 rather than as a professional (albeit non\u2011thinking) assistant. That is where prompt engineering<\/strong> comes to help. I want to emphasise \u2013 this is not some elite computer science; you don\u2019t need to be a programmer. It is simply the methodology of translating your pedagogical expertise<\/em> into a language the machine understands: the skill of giving clear, precise, complete and structured instructions.<\/p>\n\n\n\n

P\u00b7A\u00b7R\u00b7T\u00b7S<\/strong> is exactly such a methodology. Although it is only one of dozens of models, in my practice it has proven the most effective for pedagogical purposes. Its strength is not in its magical acronym but in the fact that it forces<\/em> the teacher to do their own work first: to define the Persona<\/strong> (expertise), Action<\/strong> (the Bloom\u2019s taxonomy verb), Requirements<\/strong> (constraints), Tone<\/strong> (emotional response) and Specifics<\/strong> (context).<\/p>\n\n\n\n

From my expert experience, accumulated over hundreds of hours of training and real work at PU, I have seen that when educators move from intuitive, short prompts to a structured approach like P\u00b7A\u00b7R\u00b7T\u00b7S<\/strong>, the results transform fundamentally.<\/p>\n\n\n\n

I\u2019ve seen it dozens of times: at the beginning of the training the teacher is sceptical. After applying the structure, the same teacher sees how AI generates material that is 90% ready to use. AI stops being a lottery \u2013 \u201cwill it give me a meaningful answer today?\u201d It becomes a predictable, powerful and above all effective assistant.<\/p>\n\n\n\n

That is the difference between a toy that entertains us and a tool that helps us build. And in the battle for methodology<\/em> I am betting on the tools that have proven their value in practice.<\/p>\n","protected":false},"excerpt":{"rendered":"

Discover why Google’s P\u00b7A\u00b7R\u00b7T\u00b7S prompt methodology transforms AI from an unpredictable novelty into a reliable teaching assistant, and learn how structured prompts can help teachers achieve better results in the 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