Quick Prompts: Lecture
Real-time AI assistance for classroom learning, presentations, webinars, and educational content.
Lecture quick prompts are designed for educational settings where you're absorbing information from an instructor, presenter, or speaker. Whether you're in a university classroom, professional development seminar, online course, or conference presentation, these prompts help you understand complex material, participate actively, and retain what you learn.
Each goal category supports a different aspect of learning. Use "Help Understand" when you're struggling with concepts, "Active Participation" when you want to engage with the material, and "Note-Taking" when you need to capture key information efficiently.
Goal: Help Understand
When this applies: You're listening to complex material and need help processing, clarifying, or translating what you're hearing. This is especially useful in technical lectures, when the pace is fast, or when you're learning in a second language.
Ideal settings: University lectures, technical training sessions, professional certifications, language learning contexts, any educational content where comprehension is challenging.
💡Summarize main ideas
What it does: Provides a comprehensive summary of all the main ideas and key takeaways from the lecture so far, distilling the content into its essential themes.
When to use it:
You want to check your understanding of the overall lecture content
You're preparing for a break and want to consolidate what you've learned
The lecture has covered many topics and you need to see the big picture
You're about to take notes and want a framework to organize them around
Example scenario: You're 45 minutes into a 90-minute marketing strategy lecture. The professor has covered market segmentation, positioning, and competitive analysis. Before the second half, you want to consolidate the key concepts to ensure you haven't missed anything important.
What to expect: A structured summary of the central themes and major concepts covered, organized logically rather than chronologically, focusing on what matters most for understanding the subject.
💡Summarize last 2 minutes
What it does: Provides a quick recap of what was discussed in the last 2 minutes of the lecture.
When to use it:
You briefly lost focus and need to catch up quickly
The lecturer spoke quickly and you couldn't keep up
Someone interrupted you (phone buzz, side conversation) and you missed something
You want to make sure you caught an important point correctly
Example scenario: During a statistics lecture, your neighbor asked you a quick question about the homework. By the time you refocused, the professor had moved on to a new topic. You need to know what you missed in those few moments.
What to expect: A concise summary of the most recent content, highlighting any key points, definitions, or transitions that occurred in the last couple of minutes.
💡Translate what was said
What it does: Restates the last minute of the lecture in your preferred language, ensuring you understand nuances that may be lost when listening in a non-native language.
When to use it:
You're attending a lecture in your second language and want to ensure comprehension
Technical terminology was used that you understand better in your native language
The lecturer spoke quickly and you want to process the content more carefully
You're taking notes in your native language and need accurate translations
Example scenario: You're an international student attending a law lecture in English. The professor just explained a complex legal concept using several terms of art. You want to see this explained in your native language to ensure you fully understand the distinctions being made.
What to expect: A faithful translation of recent content into your preferred language, preserving the meaning and technical accuracy of the original while making it more accessible to you.
💡Explain it like I'm 5
What it does: Breaks down complex academic concepts into simple, easy-to-understand language, using analogies and plain terms.
When to use it:
A concept was explained at a level beyond your current understanding
Heavy jargon or technical terms are making the material inaccessible
You're new to the subject and need foundational explanations
You understand the words but not what they mean together
Example scenario: In a neuroscience lecture, the professor explains synaptic plasticity, long-term potentiation, and Hebbian learning in rapid succession. You need these concepts explained simply before you can engage with the more advanced material.
What to expect: A clear, jargon-free explanation using everyday language and relatable analogies. The explanation is designed for an intelligent adult who's unfamiliar with the subject, not literally for a child.
💡Request concept clarification
What it does: Identifies confusing points from the lecture and helps you formulate a specific, intelligent question to ask the instructor.
When to use it:
Something specific confused you but you're not sure how to ask about it
You want to ask a question that shows you've been paying attention
You're hesitant to ask "dumb questions" but know you need clarification
Multiple things were confusing and you need to prioritize what to ask
Example scenario: The economics professor explained the relationship between interest rates and inflation, but you're confused about whether he said they move in the same direction or opposite directions under different conditions. You want to ask for clarification without revealing you may have misheard.
What to expect: A well-phrased question targeting the point of confusion, along with an explanation of what the lecturer likely meant—so you can decide whether you still need to ask or if the explanation was sufficient.
💡Suggest practical application
What it does: Provides real-world examples or scenarios that illustrate how the concepts being discussed apply in practice.
When to use it:
The lecture is highly theoretical and you want to ground it in reality
You learn better by seeing how concepts apply to real situations
You're preparing for a career and want to understand practical relevance
The "so what?" of the material isn't clear to you
Example scenario: Your finance professor has spent 30 minutes on capital asset pricing models and beta coefficients. The math makes sense, but you can't picture when you'd actually use this. You want to understand how practitioners apply these concepts.
What to expect: A concrete, realistic example showing how the recent concepts apply in a professional or everyday context, making the abstract material more tangible and memorable.
Goal: Active Participation
When this applies: You want to engage actively with the material rather than passively absorbing it. These prompts help you answer questions, contribute to discussions, and demonstrate your engagement with the content.
Ideal settings: Seminars, discussion-based classes, workshops, interactive presentations, Q&A sessions.
💡Answer recent question
What it does: Identifies the most recent question asked by the lecturer and provides a well-formulated answer you can use or adapt.
When to use it:
The lecturer asked a question to the class and you want to respond
You think you know the answer but want to check before speaking
You want to participate but need help articulating your thoughts
You want to be prepared in case you're called on
Example scenario: The history professor asks, "What were the primary economic factors that contributed to the fall of the Roman Empire?" You have some ideas but want to make sure you're hitting the key points before raising your hand.
What to expect: First, confirmation of what question was identified, then a substantive answer based on the lecture content. If the transcript already contains an answer, the prompt will provide what it considers the best response. If no question was asked, it will say so.
💡Pose thought-provoking question
What it does: Generates a thoughtful, open-ended question that demonstrates engagement with the material and could enrich the class discussion.
When to use it:
The lecturer has asked if there are any questions and you want to contribute
You want to show that you're thinking critically about the material
You sense the class could benefit from deeper exploration of a topic
Participation is part of your grade and you want to contribute meaningfully
Example scenario: At the end of a lecture on climate policy, the professor opens the floor for discussion. You want to ask something that goes beyond surface-level questions and demonstrates you've been thinking critically about the implications.
What to expect: A well-crafted question that's relevant to the lecture content, demonstrates intellectual engagement, and could stimulate meaningful discussion.
💡Offer alternative viewpoint
What it does: Suggests a different perspective or interpretation of a concept, framed respectfully so you can contribute to the discussion without seeming contrarian.
When to use it:
You have a different view than what was presented and want to share it constructively
The lecture presented one interpretation but you've read about alternatives
You want to enrich the discussion with multiple perspectives
Playing devil's advocate could help everyone learn
Example scenario: The professor presented a particular interpretation of a historical event as fact, but you've read a competing analysis in another source. You want to bring this up in a way that's respectful and educational.
What to expect: A politely framed alternative perspective that acknowledges the original point while offering a nuanced or contrasting view, phrased in a way that invites discussion rather than confrontation.
💡Share personal example
What it does: Suggests a relevant personal experience or observation that could illustrate or enrich the current topic being discussed.
When to use it:
The lecturer is discussing something that connects to your own experience
A personal example could make an abstract concept more concrete for the class
You want to participate by connecting theory to real life
Sharing experiences is encouraged in this educational setting
Example scenario: The business professor is discussing startup challenges. You worked at a startup last summer and witnessed some of the very dynamics being discussed. Sharing your experience could make the lesson more vivid for everyone.
What to expect: A suggestion for how to frame a personal experience that connects to the lecture topic, making the abstract concrete while adding practical dimension to the theoretical discussion.
💡Build on classmate's point
What it does: Suggests ways to meaningfully extend, support, or constructively challenge a point made by a classmate or the lecturer.
When to use it:
A classmate said something interesting that you want to build on
You want to show collaborative thinking rather than just individual contribution
You have additional context that could enhance someone else's point
The discussion could benefit from connected thinking
Example scenario: A classmate made an observation about the ethical implications of a technology being discussed. You want to build on their point by connecting it to something else mentioned in the lecture, showing that you're synthesizing information.
What to expect: A way to extend the discussion that explicitly references and builds upon what was said, adding depth or new perspective while giving credit to the original contribution.
Goal: Note-Taking
When this applies: You need to capture important information for later review. These prompts help you identify what's most important to record and ensure you don't miss critical details.
Ideal settings: Any lecture, presentation, or class where retention matters—especially fast-paced sessions, exam preparation, or when the material is dense.
💡List crucial points
What it does: Identifies the most important ideas from the recent lecture content, formatted as concise bullet points for your notes.
When to use it:
You're trying to keep up with fast-paced content and want to capture the essentials
You're not sure what's important to note versus what's supplementary
You want to check that your notes haven't missed key points
You need efficient, exam-focused notes rather than a full transcript
Example scenario: The chemistry professor is covering reaction mechanisms rapidly, and you're trying to keep up with your notes. You want to make sure you've captured the most important concepts and formulas rather than getting lost in details.
What to expect: A bulleted list of the most important points from recent content, each phrased concisely and formatted for easy note-taking.
💡Highlight key examples
What it does: Summarizes the most illustrative examples or case studies presented, capturing enough detail to make them useful for review.
When to use it:
The lecturer gave examples that helped clarify concepts and you want to remember them
Case studies were discussed that could appear on exams
You learn better from examples than from abstract explanations
You want memorable anchors for theoretical concepts
Example scenario: The psychology professor illustrated attachment theory with several case studies of infant-caregiver relationships. These examples made the abstract theory concrete, and you want to capture them for study.
What to expect: One or two key examples with enough detail to be memorable and useful, clearly connected to the concepts they illustrate.
💡Note assignments and deadlines
What it does: Lists any assignments, readings, or tasks mentioned during the lecture, including due dates, page numbers, or other specific requirements.
When to use it:
You want to make sure you caught all homework assignments
Multiple readings or tasks were mentioned and you need to track them
You're worried you missed something important about upcoming deadlines
The lecturer mentioned requirements while discussing other content
Example scenario: During the lecture, the professor mentioned a reading assignment for next week, referenced a paper you should review before the midterm, and reminded the class about the problem set due Friday. You want to capture all of these clearly.
What to expect: A clear list of any assignments, readings, or tasks mentioned, with specific details like due dates, page numbers, or submission requirements where provided.
Goal: Critical Thinking
When this applies: You want to engage with the material at a deeper level, evaluating arguments, comparing perspectives, and developing your own analysis. These prompts help you think critically rather than simply absorbing information.
Ideal settings: Graduate seminars, philosophy or theory courses, debate-oriented classes, any setting where critical analysis is valued.
💡Evaluate main argument
What it does: Assesses the strength of the main argument or thesis presented in the lecture, considering both its merits and potential weaknesses.
When to use it:
The lecturer presented an argument and you want to evaluate its soundness
You're preparing to write a critical response or essay
You want to develop your own analytical perspective on the material
Critical evaluation is part of the course expectations
Example scenario: The political science professor argued that democratic institutions are more stable than authoritarian ones. You want to think critically about this thesis—what evidence supports it, what might challenge it, and what assumptions underlie it.
What to expect: A balanced evaluation identifying the strengths of the argument and evidence presented, as well as potential weaknesses, counterarguments, or assumptions that could be questioned.
💡Compare different perspectives
What it does: Compares and contrasts different theories, interpretations, or viewpoints that have been presented on the topic.
When to use it:
Multiple theoretical perspectives were discussed and you want to understand their differences
You need to write about different schools of thought
Understanding debates within the field is important for your learning
You're trying to decide which perspective you find most convincing
Example scenario: The sociology lecture covered functionalist, conflict, and symbolic interactionist perspectives on social inequality. You want to understand how these approaches differ and what each contributes to understanding the topic.
What to expect: A comparative analysis highlighting key similarities and differences between the perspectives presented, including their core assumptions, methodologies, and conclusions.
💡Uncover underlying assumptions
What it does: Identifies assumptions that underlie the arguments or theories being discussed, even if these assumptions weren't explicitly stated.
When to use it:
You want to think more deeply about the foundations of what's being taught
You sense there are unstated premises that matter
You're preparing to challenge or extend the presented ideas
Critical analysis requires examining what's taken for granted
Example scenario: The economics professor presented a model of rational consumer behavior. You want to identify what assumptions about human psychology, information access, and preferences underlie this model—and consider how the conclusions might change if these assumptions don't hold.
What to expect: Identification of key assumptions embedded in the lecture content, with consideration of how the conclusions or arguments would change if these assumptions were different.
💡Extend concept application
What it does: Suggests ways to apply a key concept from the lecture to a new context or domain, exploring its broader implications.
When to use it:
You want to think creatively about applying course concepts
You're looking for paper topics or research directions
You want to explore how ideas transfer across domains
Demonstrating novel application would strengthen your contribution
Example scenario: The organizational behavior lecture discussed how hierarchical structures affect communication and innovation within companies. You want to explore how these same dynamics might apply to other institutions—government agencies, nonprofits, or even families.
What to expect: A suggestion for extending a recent concept to a new domain, including consideration of how it might apply differently and what insights this extension might yield.
Goal: Follow-up
When this applies: You're thinking about what to do after the lecture to reinforce your learning, prepare for assessments, or deepen your understanding. These prompts help you plan effective follow-up activities.
Ideal settings: End of lectures, exam preparation periods, when planning study time, or when identifying areas that need more work.
💡Pinpoint review areas
What it does: Identifies specific topics or concepts from the lecture that warrant further study or clarification.
When to use it:
You want to prioritize your study time effectively
Some concepts didn't fully click and you need to review them
You're planning your preparation for upcoming exams
You want to be proactive about addressing knowledge gaps
Example scenario: After a dense organic chemistry lecture, you want to identify which reaction mechanisms you understood well versus which ones you need to review with the textbook or teaching assistant.
What to expect: A list of specific topics or concepts that appear to need further study, along with suggestions for resources or approaches that might help.
💡Create study guide questions
What it does: Generates questions that can guide your review and test your understanding of the lecture material.
When to use it:
You're preparing for an exam and want practice questions
You learn by testing yourself rather than just re-reading
You want to identify what you really understand versus what you only think you understand
You're creating study materials for a study group
Example scenario: The midterm is next week, and you want to create practice questions that test the key concepts from today's lecture on immune system responses. Self-testing is more effective than passive review.
What to expect: Two or three substantive questions based on the lecture content, designed to test genuine understanding rather than just recall of isolated facts.
💡Outline preparation steps
What it does: Suggests specific actions to prepare for the next class, based on what was covered and what's coming next.
When to use it:
You want to come to the next class prepared
Prerequisites for upcoming content were mentioned
You're falling behind and need to catch up strategically
Being prepared would help you participate more effectively
Example scenario: The professor mentioned that next week's lecture on differential equations will build heavily on the integration techniques covered today. You want a clear plan for what to review and practice before the next class.
What to expect: Specific, actionable steps for preparation, including readings to complete, concepts to review, and any preliminary work that would help you get more from the next session.