Teachers
Use the AI assistant your school allows for the typing parts of teaching: next week's plan from your own pacing guide, practice sets and quizzes, feedback, messages home and report comments. The grades, the answer key, your students' privacy and the judgment calls stay with you.
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9 short lessons · 58 min of audio · a final exam and a course certificate
Use the AI assistant your school approves to draft weekly plans, classroom materials, feedback, messages home and report comments from your own curriculum and notes, while the grades, the judgment calls and your students' privacy stay with you.
the week you actually have, the answer key you work yourself, and what stays in the building: The week you actually have; The answer key is yours; What stays in the building
feedback turned from your own shorthand, one goal with different ways in, and the message home that says what you saw: Feedback that sounds like you; One task, every student in the room; The message home
the report where every sentence points to something you saw, the AI line on each assignment, and the card with a name beside every red-zone decision: Reports, forms and the record; AI in your students' hands; The unit notes, and the card
One side of one page, kept where you plan: your week brief, what never goes in, your checks, your lines like “I grade, it phrases”, the sentence you put on assignments about AI, and a real name beside every decision about lab safety, student data, support plans, safeguarding and integrity. With it, a short note written the day a unit ends.
The certificate names that artefact and the tools you used — not a title. It carries a code anyone can check: verify a certificate.
The opening of lesson one, exactly as it plays inside — and the exercise that comes with it, which you can do right now without an account.
For many teachers, Sunday evening looks the same. The pacing guide is open on one side, the school calendar on the other, and somewhere between them is a week that matches neither. An assembly eats into Wednesday. Thursday is a lab. On Friday you are out, and a substitute will have your room.
This course follows Daniel, a seventh-grade science teacher at a public middle school. In the evenings he also teaches a high-school-equivalency math class for adults at the local community college, many of them coming straight from work. If you teach adults, you will hear your own room in most of these lessons too.
Start with what usually happens. You type "write a lesson on photosynthesis", and a lovely lesson comes back, with a hook and a reflection at the end. It is also written for a class that does not exist: no bell schedule, no curriculum, no students.
Give it your week, not your topic.
What you give it instead is what Daniel calls his week brief. He writes it on Sunday, and it is short. What the pacing guide requires, the pacing guide, or scheme of work, being the district's or school's map of what gets taught when. What was taught last week, and what did not land. What interrupts this week. How long the periods are. What materials the room actually has. And what the class is like in general terms, with no names: plenty of them are still unsure reading a graph, and the last period of the day is restless.
Try it now · Turn your real week into a plan you can mark up
Where:The AI tool your school approved, on your work account
Here is what my pacing guide says for next week: [THAT PART OF THE PACING GUIDE]. And here is the week: the periods are [SHORT OR LONG], there is [WHAT INTERRUPTS THE WEEK]. Draft a plan with a starter, a main activity and an exit question for each day, and make [THE SUBSTITUTE DAY] something a substitute can run from the page alone.
The rest of the catalogue is there when you need it — but you do not have to choose anything today. One course, one short lesson at a time, one page at the end.
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