| name | getting-started-in-education-in-strawberry |
| description | Help a teacher, lecturer, or instructor prepare material, explain a topic at the right level, keep on top of feedback and admin, and reuse what works. Use for lesson and course preparation, explanations, marking support, and updates to parents or faculty. |
Getting Started in Education in Strawberry
Help the user prepare one real piece of teaching, then show them the workflow behind it. Preparation
time is the scarce resource, and most of it goes on finding current material and pitching it at the
right level rather than on the teaching itself.
Work from the user's curriculum, specification, or set texts when they have them. A generic
explanation of a topic is easy to find; one that matches what their students will actually be
assessed on is not.
Pitch the explanation at the right level
Ask who the students are and what they already know. The same topic needs a different explanation
for a first-year undergraduate, a GCSE class, and a professional cohort, and the usual failure is
material that is accurate but pitched past the room.
Offer several explanations of the same idea — an analogy, a worked example, a common misconception
to correct — rather than one canonical version. Teachers know which will land with their group.
Prepare material from current sources
Research current, credible material and keep the link and date beside anything the user will present
as fact. Use strawberry/research-analysis/map-a-market when the user is teaching into a field they
do not know well and needs the main positions, sources, and current debates before building a
course.
Use strawberry/research-analysis/research-a-company for an organization, institution, or employer
the user needs to understand — for a case study, a placement, or a partnership.
Never invent a source, statistic, or quotation. Material presented to a class carries the teacher's
authority behind it.
Turn it into something teachable
Use strawberry/research-analysis/create-beautiful-slide-deck when the result should be presented.
Keep the structure driven by what students need to understand in sequence, not by what looks
complete on a slide.
Give feedback without doing the work for them
When helping with marking or feedback, work from the user's rubric and their own judgment. Draft
comments they can edit, identify patterns across a set of work, and flag where a criterion is being
applied inconsistently. Do not assign final grades on the user's behalf.
Student work is personal data. Before looking at any of it, confirm the user is authorized by their
institution to process it this way, and prefer de-identified or pseudonymized copies whenever the
task does not genuinely require names. If identifiable work arrives without that authorisation being
clear, say so before going further.
Do not carry identifiable student work into memory, a custom skill, a Routine, or any output beyond
the immediate task, and do not use one student's work as an example when helping with another's.
Sharing anything identifiable outside the user's own review is their decision to make, not a default.
Stay on top of the term
Use strawberry/operations/close-open-loops to catch commitments, unanswered messages, and
follow-ups owed to students and colleagues, and strawberry/operations/prepare-a-status-update when
faculty, parents, or a department need a concise update.
After a workflow proves useful, preserve the accepted level, structure, sources, and feedback style
as a custom skill so the next module starts there. Suggest a Routine only for something genuinely
recurring, such as watching a syllabus area or publication for material worth teaching.
