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Introduction
Hi, and welcome back to Claude from Zero to Expert. We're starting a new session: Claude for Education and Content. In the first episode of this session, we build teaching materials and modules with Mr. Hendra from Cerdas Tutoring: from learning objectives all the way to versions for students of different abilities.
Step 1: Start from learning objectives
Mr. Hendra teaches math at Cerdas Tutoring. Next week he'll teach adding fractions to fifth graders, a topic that often confuses students. Before opening Claude, he answers one question: after the lesson, what can students do? That answer shapes the content, the examples, and the practice questions. Compare these two kinds of objectives. Students understand fractions sounds good, but it's hard to measure. Compare it with, students can make two fractions share a denominator. Mr. Hendra can test that right away. In the same way, students get addition becomes, students can add fractions with different denominators. And the third, students can solve everyday word problems. The verbs can be observed: make, add, solve. If you're not sure your objectives are measurable, send them to Claude and ask it to improve them with verbs you can observe. The objectives are clear, so now Mr. Hendra writes a prompt. The role is a patient elementary math materials designer who loves everyday examples. The context is complete: grade five, twelve students, four lessons of sixty minutes each, and a common difficulty, which is forgetting to find a common denominator. The learning objectives he just wrote go in exactly as they are. The task is a four-lesson outline, and as usual, Claude is invited to ask first if anything is unclear.
Step 2: Module outline and the flow of one lesson
Claude replies with a four-lesson outline, from equivalent fractions and common denominators to adding, then word problems and a quiz. At the end, Claude asks whether the students have learned LCM, the least common multiple. That question hits the mark. Mr. Hendra knows many students have forgotten LCM, so he asks for a short review at the start of lesson two. Claude adds a ten-minute LCM game. Notice that it's Mr. Hendra's knowledge of his students that makes this outline fit. Claude couldn't possibly know that on its own. To stay consistent, every lesson follows the same flow. It starts with a five-minute hook: an everyday problem that makes students curious. Then fifteen minutes on the concept, explained with pictures, not just numbers. An example is solved together for ten minutes, so students see it step by step. Practice takes the longest, twenty-five minutes, moving from easy questions to more challenging ones. And it closes with reflection: what's still hard? The students' answers become the opener for the next lesson.
Step 3: A Project for all tutoring material
Mr. Hendra doesn't want to explain his teaching style over and over. He creates a Project called Cerdas Tutoring Materials. Its instructions cover the language style for young students and the five-part flow. First, he adds the grade five syllabus as the content reference. Second, a favorite module sample. An old module that students liked is the clearest style example Claude can get. Third, notes on class abilities. Look at the description: no student names. Just write something like, four students still struggle with multiplication. Children's personal data doesn't need to go into the AI. Look at the chats on the left too. Last month's flat shapes module and today's fractions module were made in the same Project, so their style matches. Because the style and references are saved, one Project can produce many teaching materials. First, student worksheets with answer space, ready to print. Second, a guide for substitute teachers. If Mr. Hendra can't make it, a colleague can still teach with the same flow. Third, a short message to parents: what was learned this week and how to help their child practice at home. Fourth, a one-page summary for review before exams. This principle works outside school too. Dewi could create a new staff training Project at Maju Bersama Co., and Laras could create a Project for barista training materials.
Step 4: Writing the module content in an Artifact
Now we get into the module content. Inside the Project, Mr. Hendra asks for lesson three: adding fractions with different denominators, following the five-part flow. The module appears in the right panel. There's a hook, a table of steps with the example one half plus one third, then step-by-step practice and a reflection question. Mr. Hendra checks every number. The steps are right: the LCM of two and three is six, so three sixths plus two sixths equals five sixths. But he wants a hook that feels closer to his students: martabak, a sweet pancake, instead of pizza. Claude swaps the example without changing the numbers or steps. Small revisions like this make the module feel written just for Mr. Hendra's class. Remember, Claude can make calculation mistakes, especially with harder problems. Teachers still recalculate every example and answer key before sharing the module. Beyond the main content, four extra requests bring a module to life. First, ask for picture descriptions, such as a circle cut into six with three parts shaded. The teacher just draws it on the board. Second, ask for a teacher script, the sentences to say in front of the class. It's a big help for new teachers. Third, ask for a list of common mistakes. For example, students add the denominators directly, so one half plus one third becomes two fifths. Fourth, ask for a quick five-minute game idea that needs no expensive tools, to lift the energy in the middle of a lesson.
Step 5: Adapting for different students
In Mr. Hendra's class, students have different abilities. Claude helps create three practice versions from the same objective. The basic version is for students still struggling with LCM, the core version is for most students, and the challenge version is for those already fluent. The question types differ. In the basic version, the LCM is given. The core version has plain number problems. The challenge version has two-step word problems. Look at the examples: from one half plus one quarter with the LCM already given, all the way to a cake recipe using three quarters of a kilogram plus two thirds of a kilogram of flour. Every student works toward the same objective; only the path is different. The app screens in this video are simulations, and menu names may differ slightly because Claude is updated often. Before sharing the module, check five things. First, all examples and answer keys are recalculated. Second, the terms match those used at the students' school. If the school says LCM, don't suddenly use a different term that causes confusion. Third, the order of topics follows the syllabus, so tutoring supports school lessons instead of jumping ahead in a confusing way. Fourth, pictures and readings are copyright-free or made by you. Don't just copy pages from a textbook. And don't paste student names and grades into the conversation. To adapt a module, a general description of the class's abilities is enough.
Done!
We've written learning objectives, built a lesson outline and flow, set up a Project, written the module content in an Artifact, and adapted it for students of different abilities. In the next episode we complete this module with questions, answer keys, and fair grading rubrics. See you there!
Practice exercises
Try these on your own after watching to lock in what you learned.
Write three learning objectives for one topic using verbs you can observe
Ask Claude for a four-lesson module outline, then adjust it to your schedule
Write one lesson's content in an Artifact and create a basic and a challenge version
Ask the class material
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Cerdas Inovasi Digital Team
Software developers, BIM & 3D engineers, and AI practitioners
52 video classes1,277 episodes
We build software, BIM models, games and AI automations for clients every day, and turn that hands-on work into step-by-step classes: every step is shown on screen and comes with a PDF guide you can keep.
