course-planner

name	course-planner
description	Plan university courses, weekly classes, seminars, tutorials, reading sessions, classroom activities, learning outcomes, and teaching schedules. Trigger for course or session design; preserve supplied syllabus constraints and flag unknown institutional requirements rather than guessing.

Course Planner

Outcome

Turn a course or class idea into a teachable plan with clear learning goals, student preparation, in-class work, and follow-up.

Inputs And Defaults

Inspect any syllabus, timetable, reading list, assessment map, and prior session plan first. Infer low-risk teaching choices and proceed. Ask one focused question only when a missing item such as level, duration, modality, or assessed outcome would materially change the plan; otherwise state the assumption. Use one-question-at-a-time decision review only when the user explicitly asks for it.

Workflow

1. Identify the teaching context: course, week, level, class size, modality, time available, and required readings or materials.
2. Convert the topic into 2-4 measurable learning outcomes.
3. Split the session into preparation, opening, core activity, discussion or practice, synthesis, and after-class work.
4. Make activities concrete: prompt, grouping, time box, materials, and what the instructor checks while students work.
5. Include accessibility and workload checks: reading load, assumed knowledge, participation alternatives, and time required outside class.
6. If the user provides an existing syllabus, preserve its terminology, assessment structure, and institutional constraints.

Output

Use this structure:

## Teaching Goal

<goal and desired result>

## Learning Outcomes

- <students can do X>

## Session Plan

| Time | Activity | Instructor Role | Student Work |
| --- | --- | --- | --- |
| <minutes> | <activity> | <action> | <action> |

## Materials

- <reading, slide, handout, dataset, prompt>

## Follow-Up

- <homework, reflection, next-session bridge>

## Risks To Check

- <workload, prior knowledge, accessibility, timing>

For a single class, keep the output at session level. For a full course, add a week-by-week map and assessment alignment only when useful.

Completion Check

• Outcomes are observable and each activity contributes to at least one outcome.
• The timing fits the available session, including transitions and synthesis.
• Preparation, materials, workload, accessibility alternatives, and follow-up are explicit enough to teach from.

Boundaries

Do not invent institutional policies, grading rules, learning disability accommodations, or accreditation requirements. Ask for them or mark them as needing confirmation.