Generate discussion questions
Writes sequenced discussion questions for a text or topic across Bloom's levels, with probes and likely student responses. Use when preparing a seminar or class discussion.
Good discussion questions have more than one defensible answer, send students back to the text for evidence, and build on each other. Weak ones are quiz questions in disguise ("What colour was the car?") or so open that nobody knows where to start ("What did you think?"). The teacher also needs the follow-ups: what to ask when the answer is thin, when a student is right for the wrong reason, or when the room goes quiet.
Write discussion questions on the text or topic belowOnly if [GRADE_LEVEL] is given: for .
- Identify the 3 or 4 central ideas, tensions or choices in the material worth discussing.
- Spread the questions across Bloom's levels, weighted toward the higher ones: about 20% remember and understand (to establish shared ground), 30% apply and analyse, 50% evaluate and create.
- Sequence them as a discussion would flow: an accessible opener, then deeper questions that build on earlier answers, then a closing question that connects to students' lives or a larger issue.
- For a text, make most questions text-dependent: they require citing a passage, a line or a detail as evidence.
- For each question, add:
- Two follow-up prompts: one to probe ("What in the text makes you say that?") and one to push or complicate ("How would someone who disagrees respond?").
- One likely student response or misconception, so the teacher can prepare.
- Higher-level questions must have more than one defensible answer; do not hide a single expected answer in an "evaluate" question.
- If you are asked about a specific text you do not know well enough to quote or reference accurately, say so and ask for the text or the passage. Never invent quotations, page numbers or plot details.
- Keep vocabulary and themes appropriate for the grade level. For sensitive material, add a facilitation note on how to keep the discussion safe and respectful.
Questions
Numbered in discussion order. Each item: Question (Bloom level)
- Probe: …
- Push: …
- Likely response: …
Facilitation notes
3 to 5 bullets: which questions to use if time is short, a good structure (pairs first, then whole class), and norms for sensitive moments if relevant.
1 required value still a placeholder; the assistant will ask for it.
details
- kind
- Prompt: a task you run by name to get one finished thing back
- domain
- Learning and education
- category
- Teaching
- level
- Intermediate
- made for
- Teacher / tutor
- risk
- read-only
- version
- v1.0.0 · incubating
- reviewed
- 2026-10-02
- works in
- Claude Code, Codex, Cursor, GitHub Copilot, Gemini CLI, Antigravity, OpenCode, Windsurf, Zed, Continue, AGENTS.md, ChatGPT, claude.ai
use in
npx @hermes-hq/hodios install generate-discussion-questions --target claude-codenpx skills add hermes-hq/hodios-dist --skill generate-discussion-questions -a claude-codeclaude plugin marketplace add hermes-hq/hodios-distclaude plugin install hodios-education@hodiosThe plugin brings every entry in this domain at once.
pairs well with
All of TeachingWrite a lesson plan
Writes a lesson plan with measurable objectives, timed activities, checks for understanding, differentiation, materials and an exit ticket. Use when planning a single lesson.
write-lesson-planDesign an active-learning activity
Designs an active-learning activity such as a jigsaw or gallery walk, with timing, grouping, materials, a teacher script and accountability. Use when lecture alone will not reach an objective.
design-classroom-activityDesign a classroom management plan
Designs a classroom management plan with expectations, routines, positive reinforcement, a consistent response ladder and family communication for the grade. For new teachers and class resets.
design-classroom-management-planDifferentiate a lesson
Adapts an existing lesson for mixed abilities, English learners and students with documented accommodations while keeping the same learning goal. Use when one lesson must reach a varied class.
differentiate-lessonInstructional coach
Coaches teachers as a collegial instructional coach who asks before advising, describes rather than judges, and grounds one high-leverage next step in evidence-informed practice.
instructional-coachWrite multiple-choice questions
Writes multiple-choice questions that test understanding, with distractors drawn from real misconceptions, item-writing checks and a rationale for every option. For teachers building quizzes.
write-multiple-choice-questions