50 practical lessons across ten modules. Make a teaching decision, design an application and adapt it to another context. All scenarios are illustrative. Completion is training participation, not certification.
Use your browser’s Print command to print or save a PDF. Attempt each decision before reading the reasoning.
Purpose & learner agency / LESSON 1
Vibe teaching starts with what learners will do, not what the teacher or AI will produce. Plan a visible attempt before a polished explanation. The attempt gives you evidence for deciding what support comes next.
Your class watches an excellent AI explanation of persuasive writing, but nobody has written a claim. You have ten minutes left.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask each learner to write a claim, identify its evidence and revise one part.
Redesign the last ten minutes around a short learner artifact and a check.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Purpose & learner agency / LESSON 2
Make the assistant’s role explicit: a source of questions, examples and feedback that still needs checking. The learner retains responsibility for choices and explanations. Different tasks can legitimately use different levels of support.
A learner asks whether the assistant may write the entire response for a task intended to practise argument structure.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Clarify the task’s purpose and allow hints while requiring the learner’s draft and reasoning.
Write a brief classroom agreement describing allowed support and the learner’s own contribution.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Purpose & learner agency / LESSON 3
A learner’s question can reveal curiosity, prior knowledge and a misconception. Collect questions before choosing which explanation to give. Group them by the underlying skill rather than answering every surface variation separately.
Several learners ask different questions about percentages; most confuse the starting amount with the final amount.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use the questions to design a small denominator exercise before expanding the topic.
Create a question collection prompt and a way to identify the common gap.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Purpose & learner agency / LESSON 4
Model a distinction between a confident answer and a checked answer. Learners need a practical way to say what they know, what they infer and what they still need to verify. Uncertainty should lead to a next check.
An assistant supplies a statistic that you cannot verify during class. A learner notices that no source is available.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Mark the statistic unresolved and model how to seek a relevant original source.
Write a teacher response that acknowledges the limit and preserves a useful next step.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Purpose & learner agency / LESSON 5
Give learners meaningful choices within clear boundaries. Choice works best when options still practise the intended skill and meet comparable criteria. Avoid offering freedom that changes the task so much that the evidence no longer answers the outcome.
Learners may practise a clear recommendation through an email, a short speech or a poster.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use the same claim, evidence and next-action criteria across formats.
Define shared criteria that make different formats comparable.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Outcomes & lesson design / LESSON 6
An outcome names a learner action, its context and the standard you will inspect. Keep it small enough to assess in the available time. A topic heading or an activity count does not show what a learner can do.
Your draft outcome says “understand AI prompts.” Learners will have one short practice session.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask learners to write a coaching prompt containing a goal, an attempt and a request for a hint.
Rewrite the outcome and name an artifact that would demonstrate it.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Outcomes & lesson design / LESSON 7
A short unaided attempt reveals starting points and helps you target instruction. Retain the baseline so learners can compare later attempts, while noting any changes in difficulty or support. Do not use it as a fixed label of ability.
Some learners already know the terminology but cannot apply it to a new example.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask for a small application and explanation before selecting support.
Design a three-minute baseline with a brief reasoning prompt.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Outcomes & lesson design / LESSON 8
The activity should practise the skill the assessment will require. If your outcome is independent reasoning, watching demonstrations alone is insufficient. Include practice and a check that make the reasoning visible.
A lesson aims to teach source evaluation, but its only assessment asks learners to define the word source.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Give a claim and two sources, then ask learners which supports it and why.
Rewrite the assessment to match the intended action.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Outcomes & lesson design / LESSON 9
Allocate time to learner work, feedback and another attempt before filling the remainder with presentation. A shorter explanation may be more useful than a long presentation that leaves no chance to apply it.
A 40-minute plan has 35 minutes of slides and five minutes of questions.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Reduce presentation and reserve time for practice, feedback and an independent check.
Create a 40-minute agenda with an initial attempt and a fresh exit task.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Outcomes & lesson design / LESSON 10
A complete lesson need not cover an entire topic. Identify one useful action and the prerequisites it needs. A narrow lesson with a successful attempt can provide a foundation for later complexity.
Your introductory spreadsheet lesson includes formulas, charts, formatting and automation in 30 minutes.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Teach one checked total and a missing-row test before expanding the scope.
Choose a smaller outcome and defer material that does not serve it.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
AI coaching & prompts / LESSON 11
A teacher prompt should name the learning outcome, relevant learner attempt and desired kind of support. Ask the assistant to leave a thinking step for the learner. Review the output before using it as instruction.
You want the assistant to help a learner identify an unsupported claim in a draft.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask it to point toward the evidence gap without rewriting the whole argument.
Write a prompt requesting one diagnostic question and a pause.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
AI coaching & prompts / LESSON 12
A sequence of small questions can reveal where reasoning changes. Too many questions at once can obscure which one the learner is answering. Choose a question whose response will change your next instructional move.
An AI tutor asks six questions after a learner makes one arithmetic error.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Start with the relevant whole and adapt the next question to the learner’s answer.
Rewrite the interaction as a first question and two possible follow-ups.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
AI coaching & prompts / LESSON 13
Prepare support in levels: a guiding question, a partial step, an analogous example and a full explanation. Let learners move upward when needed, then test another task with less help. Hints are resources, not penalties.
A learner cannot calculate an attendance rate and is becoming stuck.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask which group is the whole before showing a similar worked calculation.
Write three progressively more explicit hints and a fresh follow-up problem.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
AI coaching & prompts / LESSON 14
Constraints should improve the teaching interaction: suitable language, one question, no invented facts, or a separate answer key. More constraints are not automatically better. Test whether the output meets the actual instructional need.
You need a short example for beginners, but the generated response introduces unfamiliar terminology.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Request a concrete example with essential terms explained, then inspect it before use.
Write constraints that address length, vocabulary and the intended skill.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
AI coaching & prompts / LESSON 15
If an assistant reveals the complete answer too soon, restore the learning opportunity with a fresh example. The revealed solution can still become instructional material, but it no longer serves as an unaided check of that exact task.
The assistant solves the exercise before the learner makes an attempt.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Discuss the reasoning briefly, then ask for a new comparable attempt without the solution open.
Plan a recovery sequence after an answer has been revealed.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Examples & explanations / LESSON 16
A worked example should expose decisions, not merely present a finished result. Show the important steps and why they are valid. Use manageable complexity so learners can connect the procedure to its purpose.
A model answer gives a correct percentage without explaining its denominator.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Explain which population forms the whole and why that matches the question.
Annotate a small calculation with the meaning of each quantity.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Examples & explanations / LESSON 17
Two examples that differ in one important condition can expose a boundary. Ask learners what changed, what stayed constant and whether the same method still applies. Verify both examples before using them.
A worksheet treats a recorded score of zero and a blank response as identical.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Compare measured zero with missing information and discuss the interpretation of each.
Create a pair of examples showing why the distinction matters.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Examples & explanations / LESSON 18
Change one or two demands at a time. Begin with an inspectable example, then add a decision, a constraint or a less obvious cue. Difficulty should serve the learning outcome rather than merely increase workload.
Learners can calculate a simple rate but struggle when the population is not explicitly named.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Move from a labelled denominator to a task requiring learners to choose and justify it.
Design three examples with increasing reasoning demands.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Examples & explanations / LESSON 19
An analogy helps when it connects a familiar structure to the target idea. State where the comparison stops working. Ask learners to map the relevant parts rather than treating every feature as equivalent.
An assistant compares AI learning to following a recipe, but the task requires testing and revising uncertain ideas.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Keep the step-by-step comparison while explaining that learning often requires feedback and revision.
Write a useful analogy and one explicit limitation.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Examples & explanations / LESSON 20
After studying an example, remove some support for a new task. You might first hide the explanation while retaining a checklist, then remove the checklist later. Record the support so the result can be interpreted honestly.
A learner completes every task only while the full model answer is visible.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use a new example with a short checklist, then another without the checklist.
Plan two follow-up attempts with gradually reduced support.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Active practice & collaboration / LESSON 21
Ask for a prediction and a reason before revealing a result. The comparison gives learners a specific gap to investigate. A correct prediction with flawed reasoning still needs attention.
Learners predict that a 20% rise and a 20% fall cancel.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Let learners predict, calculate 100 to 120 to 96 and explain the changed base.
Create a prediction prompt and a calculation that makes the base visible.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Active practice & collaboration / LESSON 22
Individual thinking before discussion preserves each learner’s attempt. Pair discussion can then compare reasoning, followed by a personal revision. The group conversation should not erase the evidence of who understood what.
In pairs, one confident learner writes everything while the other agrees.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Require an initial note from each learner, paired comparison and separate revised responses.
Design a short individual, paired and individual sequence.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Active practice & collaboration / LESSON 23
Roles help when they create relevant cognitive work for everyone. Rotate roles and retain an individual check. Avoid turning one learner into the thinker while everyone else merely records or decorates.
A team task assigns one learner all reasoning and three learners formatting work.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use roles such as proposer, evidence checker and challenger, then ask everyone for an independent explanation.
Redesign roles around the outcome and plan a rotation.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Active practice & collaboration / LESSON 24
Give peers a small number of visible criteria and an example of useful feedback. Ask the author to decide what to change and explain why. Peer comments are inputs for judgment, not automatic instructions.
Learners exchange drafts and only write “good job.”
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask peers to identify a clear claim and a missing support point, then have authors revise.
Write a two-criterion peer review card with a revision prompt.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Active practice & collaboration / LESSON 25
A scenario should contain a decision that depends on the target concept. Explain consequences and let learners revise. Fictional cases can provide useful practice without exposing real people’s information.
You are teaching how to handle incomplete sign-up records.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use a missing-session case and ask whether confirmation should wait for clarification.
Design a fictional case, a decision and a consequence that reveals the rule.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Feedback & assessment / LESSON 26
Short checks help you decide what to teach next. Choose responses that reveal reasoning and collect them from more than the most vocal learners. Adjust the lesson when the evidence shows a shared gap.
Two volunteers answer correctly, but you do not know what the rest of the class can do.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Collect a brief answer and reason from each learner before moving on.
Design a quick response format available to everyone.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Feedback & assessment / LESSON 27
Useful feedback names a criterion, a specific gap and a manageable revision. Preserve correct parts of the attempt. Follow the revision with a new check so improvement is more than copying the comment.
A learner’s summary changes “respondents” into “all attendees.”
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Identify the population mismatch and ask the learner to revise and explain the denominator.
Write feedback that targets the population claim.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Feedback & assessment / LESSON 28
An assisted answer and an unaided answer can both be useful, but they answer different assessment questions. Record the help available. Use comparable new tasks when checking independent performance.
A learner produces a strong response with extensive AI rewriting.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask for a fresh response with stated support limits and a short explanation of choices.
Design a follow-up that reveals the learner’s own capability.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Feedback & assessment / LESSON 29
Use a few criteria directly tied to the outcome. Describe visible evidence at each level rather than vague praise. A rubric should support feedback and revision, not bury the learner in a long checklist.
You are assessing a recommendation supported by a small data table.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Describe what a sound calculation, justified recommendation and bounded claim look like.
Draft criteria for accuracy, reasoning and limitations.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Feedback & assessment / LESSON 30
An exit task should ask for a small independent application and reveal a next teaching move. Use changed details so it is not a copy of the demonstration. Decide in advance how different responses will affect follow-up.
Learners practised one worked percentage example throughout class.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Change the numbers and ask learners to explain the relevant whole.
Write a fresh exit problem and two possible follow-up actions.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Verification & responsible use / LESSON 31
Check important facts, calculations and examples before learners depend on them. The appropriate check may be a calculation, an original source or a small test. Do not assume plausible formatting guarantees accuracy.
An AI-generated worksheet includes a total that omits one row.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Recalculate a known example and inspect which inputs the total includes.
Write a verification checklist for the worksheet.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Verification & responsible use / LESSON 32
A citation must exist, be relevant and support the actual claim. Inspect the passage and its context. If you cannot verify a reference, do not silently present it as confirmed evidence.
A handout includes a convincing-looking report title you cannot locate.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Mark the claim unresolved and replace it with verified material or a checking exercise.
Write a response that keeps the lesson useful without asserting an unverified source.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Verification & responsible use / LESSON 33
Use fictional or suitably anonymised details when the skill does not require real personal information. Decide what data is genuinely necessary and use the school or organisation’s applicable procedures for actual learner records.
You want a sample feedback analysis to teach percentages.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use invented responses and include a nonresponse limitation.
Create a fictional dataset that preserves the relevant learning difficulty.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Verification & responsible use / LESSON 34
Ask learners to describe how AI supported the work and which decisions they made. Match the disclosure to the task. This helps feedback focus on understanding and process rather than guessing authorship from polished language.
Two equally polished reports were produced with very different amounts of support.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Request the learner’s attempt, an important revision and the support used.
Design a short process note that accompanies the report.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Verification & responsible use / LESSON 35
Ask whose experience is represented in a generated scenario and whose is absent. Check whether an assumption matters to the task. Broaden examples thoughtfully without treating one fictional person as representative of a whole group.
Every example assumes reliable home internet and a private study space.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Add a low-connectivity route that preserves the same learning action.
Identify the assumption and design a relevant alternative.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Access & participation / LESSON 36
Offer alternatives that preserve the outcome while changing the medium. Clear text, spoken explanation or a diagram may each reveal reasoning, depending on the skill. Do not confuse a format preference with the skill being assessed.
A learner can explain a comparison orally but struggles to type quickly in a timed discussion.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Allow an alternative response when it still demonstrates the intended reasoning.
Decide which part of the task requires writing and which does not.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Access & participation / LESSON 37
A lesson about using AI thoughtfully can include paper examples, shared demonstrations and fictional outputs. Preserve attempts and checks when personal accounts are unavailable. Do not let tool access become the hidden learning objective.
Half the group cannot access the AI service during class.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use prepared assistant responses and have learners critique and revise their own prompts.
Write an offline fallback with the same success criteria.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Access & participation / LESSON 38
Keep instructions and interfaces clear enough that learners can focus on the target skill. Segment a complex task into meaningful steps and make resources easy to locate. Remove demands that do not serve the outcome.
Learners spend most of the activity locating instructions scattered across five pages.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Place the task, criteria and first resource together, then reveal later steps when needed.
Rewrite the activity as a short sequence with resources at the point of use.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Access & participation / LESSON 39
Design participation so each learner produces or explains something relevant. Speaking most often is not the only sign of engagement. Use brief written or paired contributions to widen the evidence available.
A lively discussion is dominated by three learners.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Use an individual response followed by pair comparison and selected explanations.
Add a participation structure that reveals everyone’s thinking.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Access & participation / LESSON 40
Allow time variation where possible while keeping useful milestones visible. Provide extensions that deepen the same skill and support routes for learners who need more practice. Avoid treating speed as the main measure unless speed is part of the outcome.
Some learners finish an example quickly while others need a hint.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask finishers to test a boundary case while supporting others through the core task.
Design a checkpoint, a focused hint and a deeper extension.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Projects & transfer / LESSON 41
A project needs an audience, deliverable, constraints and quality criteria. Keep the first version small enough to finish and inspect. The brief should reveal the intended learning, not merely describe an attractive product.
A project asks learners to “make something with AI.”
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Specify a useful output, intended reader, checks and a short explanation of choices.
Rewrite it as a bounded artifact with evidence of learner contribution.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Projects & transfer / LESSON 42
Inspect early decisions while they are still easy to revise. Check scope, evidence and reasoning before spending most of the time on presentation. Each checkpoint should lead to a decision about the next action.
A team has a polished poster built around an unsupported statistic.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Review the claim and its evidence before approving the visual production stage.
Design two earlier checkpoints that could have caught the problem.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Projects & transfer / LESSON 43
Begin with changed details around the same principle, then vary context or constraints. Ask learners why the method applies and where it might fail. Transfer is demonstrated through attempts, not promised by completing a lesson.
Learners can calculate response rates only when the worksheet explicitly names the denominator.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Progress from new numbers to a new setting requiring a justified denominator.
Create a near example and a harder context where the whole must be chosen.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Projects & transfer / LESSON 44
A learner who knows when not to apply a method shows an important part of understanding. Choose a case where a condition is absent or a conclusion would overreach. Ask for a reasoned refusal or qualification.
A comparison asks which course teaches better, but one number measures attendance and the other measures task completion.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Reward explaining why the outcomes cannot directly rank learning effectiveness.
Write a response criterion for recognising the comparison limit.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Projects & transfer / LESSON 45
Ask learners to explain how someone else would use their artifact. A handoff reveals hidden assumptions, unclear instructions and unexplained choices. Test it with a small new-user task rather than only reading for style.
A learner’s workflow says “validate the entry” but does not define validation.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask a peer to process a fictional entry using only the instructions and note ambiguities.
Write a handoff checklist and a small usability test.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Reflection & course improvement / LESSON 46
Reflection is more useful when it names a decision, evidence and a next action. Enjoyment matters, but it answers a different question from learning. Keep the reflection short enough to inform future practice.
A post-lesson form only asks whether learners liked the session.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Ask what changed in their reasoning and what they will try without help.
Add prompts that reveal a correction and an independent next task.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Reflection & course improvement / LESSON 47
Classroom observations can guide improvement without proving a universal cause. Record differences in learners, time and support when comparing lessons. Name plausible explanations and choose a next test that reduces uncertainty.
The second group performs better after a lesson revision but also has more prior experience.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Report the improvement and the experience difference, then plan a more comparable check.
Write a bounded conclusion and a follow-up comparison.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Reflection & course improvement / LESSON 48
A pilot should test a specific learning or participation question. Decide what evidence would justify keeping, changing or stopping the approach. A small successful trial may support another trial rather than immediate full rollout.
You want to replace a course’s feedback routine with AI-generated comments.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Test a small set, inspect factual accuracy and see whether learners make useful revisions.
Design a limited pilot with a check of feedback quality and learner revision.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Reflection & course improvement / LESSON 49
A useful kit includes the outcome, prompts, examples, checks, likely misconceptions and access alternatives. Keep the rationale visible so another teacher can adapt it without copying blindly. Version the kit when evidence changes it.
A colleague wants to reuse your lesson with a different age group and less time.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Share the outcome, criteria, examples and adaptation notes, not only the slides.
List the essential and adaptable parts of your teaching kit.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Reflection & course improvement / LESSON 50
Bring the guide into one real lesson: plan an outcome, collect a first attempt, provide targeted support, check a fresh task and reflect. Record both the learner evidence and your own instructional decisions. Completion of training is a starting point for practice, not proof of teaching effectiveness everywhere.
You have finished this guide and want to apply it with your next group.
In this situation, which teaching move best supports the intended learning?
The useful move keeps the learner’s task, evidence and next attempt connected. Run a manageable lesson and use learner attempts to decide what to improve.
Write a lesson brief, an evidence plan and a next revision question.
Adapt this teaching move for a different topic or group. State what you would change and what evidence you would keep.
Check alignment, feasibility and learner evidence. Completed fields alone do not establish the quality or effectiveness of the plan.