The purpose of this review is to illuminate and examine written curricular prompts which introduce a means to influence and guide the educator when teaching certain content. Herein a summative content analysis was completed which identifies and quantifies the frequency of keywords in textual data. Scripted textual prompts were acknowledged to offer educators an exemplar when addressing specific aspects of curricula. Prompts can be used when students are learning in classrooms while talking, writing, or showing their understanding in health and physical education. Ontario (Canada) teachers can prompt students via questioning and in a Socratic manner move minds forward. Written prompts in the curriculum inform educators and impact pedagogy as the educator constructs plans and implements preplanned lessons. The author of these written prompts, the Ontario government, maintains that all prompts are not required hence the notion of option is implied and yet scripted prompting remains contentious.
Thomas G. Ryan (2025) studied this question.