Module · Detail

Who do I write the task for?

This module conveys the targeted control of AI outputs by specifying a target group in the prompt. It supports building a basic understanding of how language and complexity can be systematically adapted.

Time 18 minutes

Format Compact

Language AI Mode

Tasks 1

Preview image: Who do I write the task for?

Introduction (Original excerpt)

You'll see soon: The same question can look very different.

Didactic classification

Subjective objective

The building block introduces a central concept of prompting: explicit specification of a target group to control language style and content depth. It becomes clear that identical questions can be formulated and structured differently depending on the addressee, resulting in different answers. Learners analyze differences in word choice, complexity, and precision and apply these insights to their own formulations. The task requires conscious modeling of communication situations where the context of the target group is explicitly made. The connection between linguistic modeling and technical implementation in prompts stands at the center.

Competence development

Understanding the target group as a controlling element in prompts
Analysis of language differences in AI-generated answers
Adapting task assignments to different addressees
Developing structured prompts with clear context specification
Reflection on understandability and linguistic complexity
Comparison of results under varying prompt conditions

Didactic added value in teaching

Clear focus on a central principle of prompting
Low-threshold entry through comparable examples
Promoting conscious language design and reflection
Structured tasks with direct feedback through comparison
Supporting differentiated consideration of understandability
Connectivity to topics like communication and media competence

Flow of the lesson unit

Write a task with target audience in mind

In this step, a general task is specifically reformulated for a defined target audience. Additionally, it is determined how the answer should be structured to enable controlled output.

Didactic focus: conscious control of language through target group specification
Typical challenge: precise formulation of context and requirements

Work task (excerpt)

1. Reformulate an existing task and define a target audience
2. Clearly define the expected answer structure
3. Analyze differences in resulting answers

Example (excerpt)

1
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Erkläre mir, wie Magneten funktionieren, so dass ein Kind (6 Jahre) es versteht.
Bitte antworte in genau 3 kurzen Sätzen.

This fragment illustrates how the target group and format specifications deliberately influence the output.

Hints for classroom practice

The module is suitable as a short introduction to the topic of prompting and can be flexibly integrated
Differentiation is possible through variation of target groups and task formats
Results should be compared and reflected upon jointly
Extensions can occur through more complex target groups or additional criteria
Points of connection exist to communication, language awareness, and media education

This module shows how target group specifications systematically control language and understanding in the prompt, thus enabling differentiated results.

The clear task structure supports a targeted analysis of language differences and facilitates classroom implementation as well as result verification.

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