Using ChatGPT to create writing prompts using Bloom’s taxonomy

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I teach the Children’s Religious Exploration program for Grades 4+ and the local Unitarian Universalist fellowship. On Sundays, the kids are sung out of the sanctuary at about 10 minutes into service to attend class. Class time was between 1.5 to 2 hours long.  Since some of the kids are traveling to a different fellowship for a class on “surviving puberty”, class time was reduced to between 20 and 40 minutes. Not all of that time is guaranteed, and I don’t know who or how many of them will be in class each week.

So instead of designing a learning activity for the kids to squeeze into a timeslot that is variable from week to week, they are designing learning activities outside of class – aiming for the top of Bloom’s revised taxonomy. They can have us make art, create a game, give a PowerPoint presentation or even write a sermon.

They have each chosen one of the UU principles as their topic.  First though, they have to do some research, and in order to do research, they need some guidance.

I asked ChatGPT to create writing prompts for each of the principles using the original Bloom’s Taxonomy.  These are the prompts. I gave them to the students as they are with no edits. We will be discussing their process and experience using the prompts in class each week.

BTW, it isn’t lost on me that they could be using ChatGPT to write their answers. I view it as a teachable moment. Am I experimenting on with them? Yes.

The next part of the experiment is to see how ChatGPT itself answers the questions.

Principle #1: The inherent worth and dignity of all people

  1. What are some examples of actions or behaviors that show a lack of respect for the inherent worth and dignity of all people? How do these actions or behaviors impact individuals and society as a whole?” (Analysis)
  2. How can we as a society promote and uphold the inherent worth and dignity of all people? What specific steps can we take to ensure that all individuals are treated with respect and equality? (Evaluation)
  3. Imagine a world where the inherent worth and dignity of all people is fully recognized and respected. What would this world look like? What changes would need to happen for this vision to become a reality? (Synthesis)
  4. What are some of the historical and current challenges to recognizing and upholding the inherent worth and dignity of all people? How have individuals and groups worked to overcome these challenges and promote equality and justice? (Analysis)
  5. Reflect on a time when you may have acted or spoken in a way that did not fully respect the inherent worth and dignity of all people. How did this make you feel? How can you ensure that you behave differently in the future? (Reflection)

Principle #2: Justice, equity and compassion in human relations

  1. What does it mean to have justice, equity and compassion in human relations? How are these concepts interconnected and why are they important for building a fair and just society? (Analysis)
  2. What are some examples of inequality or injustice in our society? How do these issues impact individuals and groups, and what can be done to address them? (Analysis)
  3. Think of a situation where you had to decide between being fair or showing compassion. How did you make your decision? How do justice and compassion sometimes conflict, and how can we reconcile these values? (Evaluation)
  4. How can we work towards creating a more equitable and just society? What actions can we take as individuals, and what role do governments and institutions play in promoting justice and equity? (Synthesis)

Principle #3: Acceptance of one another and encouragement to spiritual growth within a congregation

  1. What does it mean to accept one another within a congregation? How does acceptance differ from tolerance? How can acceptance promote spiritual growth? (Analysis)
  2. What are some examples of ways that people may be excluded or not fully accepted within a congregation? How do these actions impact individuals and the community as a whole? (Analysis)
  3. How can a congregation create an environment that promotes acceptance of all members? What specific actions can be taken to foster a culture of inclusion and respect? (Evaluation)
  4. What role do leaders of a congregation play in promoting acceptance and encouraging spiritual growth? How can members of a congregation support and hold leaders accountable for creating a welcoming and inclusive community? (Synthesis)
  5. Reflect on a time when you may have excluded or not fully accepted someone within your congregation. How did it make you feel? How can you ensure that you act with acceptance and compassion in the future? (Reflection)

Principle #4: A free and responsible search for truth and meaning

  1. What does it mean to have a free and responsible search for truth and meaning? How are freedom and responsibility related in this process? (Analysis)
  2. What are some examples of ways that people may limit their own freedom in searching for truth and meaning? How do these actions impact their ability to find truth and meaning? (Analysis)
  3. How can a person ensure that their search for truth and meaning is both free and responsible? What are some specific actions they can take to balance freedom and responsibility in this process? (Evaluation)
  4. What are some of the potential challenges and obstacles that people may face when searching for truth and meaning? How can these challenges be overcome to promote a free and responsible search? (Synthesis)
  5. Reflect on a time when you have searched for truth and meaning. How did you approach this process? How can you ensure that your search is both free and responsible in the future? (Reflection)

Principle #5: The right of conscience and the use of the democratic process within a congregation and in society at large

  1. What does it mean to have the right of conscience? How is it different from personal opinions or beliefs? How can it impact the democratic process within a congregation and society at large? (Analysis)
  2. What are some examples of ways that the right of conscience can be violated or disregarded? How do these actions impact individuals and the community as a whole? (Analysis)
  3. How can a congregation or society ensure that the right of conscience is respected and protected? What specific actions can be taken to promote a culture of respect for diversity of beliefs and opinions? (Evaluation)
  4. How can the democratic process be used to ensure that the right of conscience is respected and protected within a congregation and society at large? What role do leaders and members play in this process? (Synthesis)
  5. Reflect on a time when you may have disregarded or violated someone else’s right of conscience. How did it make you feel? How can you ensure that you respect and protect the right of conscience in the future?” (Reflection)

Principle #6: The goal of world community with peace, liberty, and justice for all

The following questions are writing prompts for the CRE Grades 4+ class. They are designed to use critical thinking to examine each principal. Each question shows the Bloom’s Taxonomy level.
  1. What does it mean to have a goal of world community with peace, liberty, and justice for all? How are these concepts interconnected and why are they important for building a fair and just world? (Analysis)
  2. What are some examples of conflict or injustice in the world today? How do these issues impact individuals and groups, and what can be done to address them? (Analysis)
  3. How can we work towards creating a more peaceful, just, and free world? What actions can we take as individuals and what role do governments and institutions play in promoting peace, liberty, and justice? (Evaluation)
  4. What are some of the historical and current challenges to building a world community with peace, liberty, and justice for all? How have individuals and groups worked to overcome these challenges and promote a fair and just world? (Analysis)
  5. Reflect on a time when you may have acted or spoken in a way that did not promote peace, liberty, or justice. How did this make you feel? How can you ensure that you behave differently in the future to contribute to the goal of world community with peace, liberty, and justice for all? (Reflection)

Principle #7: The respect for the interdependent web of all existence of which we are a part

The following questions are writing prompts for the CRE Grades 4+ class. They are designed to use critical thinking to examine each principal. Each question shows the Bloom’s Taxonomy level.
  1. What does it mean to respect the interdependent web of all existence? How does it relate to our relationship with the natural world and with other living beings? (Analysis)
  2. What are some examples of ways that we might not be respecting the interdependent web of all existence? How do these actions impact the natural world and the other living beings with whom we share the planet? (Analysis)
  3. How can we work to respect the interdependent web of all existence? What specific actions can we take as individuals, and what role do governments and institutions play in promoting this respect? (Evaluation)
  4. What are some of the challenges and obstacles to respecting the interdependent web of all existence? How can we overcome these challenges and create a more sustainable and just relationship with the natural world? (Synthesis)
  5. Reflect on a time when you may not have respected the interdependent web of all existence. How did it make you feel? How can you ensure that you act with respect for the natural world in the future? (Reflection)

Principle #8: Working to build a diverse multicultural Beloved Community by our actions that accountably dismantle racism and other oppressions in ourselves and our institutions

  1. What does it mean to work towards building a diverse multicultural Beloved Community? How does it relate to dismantling racism and other oppressions in ourselves and our institutions? (Analysis)
  2. What are some examples of ways in which racism and other oppressions are present in our society and institutions? How do these actions impact individuals and groups, and what can be done to address them? (Analysis)
  3. How can we work towards dismantling racism and other oppressions in ourselves and our institutions? What specific actions can we take as individuals, and what role do governments and institutions play in promoting a diverse multicultural Beloved Community? (Evaluation)
  4. What are some of the historical and current challenges to building a diverse multicultural Beloved Community? How have individuals and groups worked to overcome these challenges and promote equality and justice? (Analysis)
  5. Reflect on a time when you may have acted or spoken in a way that reinforced racism or other oppressions. How did this make you feel? How can you ensure that you behave differently in the future to contribute to building a diverse multicultural Beloved Community? (Reflection)