Start with your people.
Bring a real learning goal, a classroom challenge, or a task that takes too much time. The work begins with what your learners need.
Practical AI. Human first.
Teach more.
Prep less.
Less time staring at a blank page. More time doing the work that matters. Our live AI workshops help educators build useful lessons, assessments, and communications, with human judgment at the center.
Live, guided practice. Real teaching challenges. Your whole team.
A BETTER STARTING POINTYour expertise.
More room to use it.
More room to use it.
Built for the work you do.
- Lesson planning
- Assessment & feedback
- Differentiation
- School leadership
THE REIMAGINE APPROACH
Your expertise.
A little more possibility.
Better prompts begin with better questions. We work alongside your team to turn a real learning challenge into a practical workflow you can repeat.
Build something useful.
Work through guided practice to create a lesson resource, assessment, scenario, or communication you can adapt to your setting.
Keep your judgment.
Check accuracy, alignment, accessibility, and fit. Learn where AI helps and where your professional judgment needs to lead.
WORKSHOPS
One workshop.
Work you can use.
Choose a half day to build confidence or a full day to connect a broader workflow. Both are live sessions for your group, with guided practice on your own learning goals.
Build your first
practical workflow.
A focused introduction that moves from “Where do I start?” to a useful teaching resource.
$300per group · live online
What we’ll work on
- A learning scenario and a resource you can use
- Rubrics and AI assisted grading workflows
- A practical check for alignment with your standards
- Draft messages for families or colleagues
A starting point for teams building confidence with AI.
Connect the pieces.
Go deeper.
More room to develop a connected set of resources and practice a broader teaching workflow.
$600per group · live online
What we’ll work on
- Curriculum mapping by standards
- A scenario built for your learning goals
- A prototype GPT class tracker using fictional assessment data, including ACT and classroom measures
- A communication plan for families or colleagues
- A short activity adapted for different learning needs
Space for teams ready to develop and refine their practice.
These group prices cover a live, instructor led online workshop. For an in person workshop, select that option in your inquiry so we can confirm availability, delivery arrangements, and pricing.
A LITTLE PRACTICE
Start with one
everyday task.
Choose a familiar task, add a little context, and take a stronger starting prompt into your organization’s approved AI tool.
MAKE IT YOURS
Add your context, then copy the prompt below.
Use one criterion per line or separate them with commas. Leave blank to use suggested criteria, clearly labeled for your review.
Add a standard, book, or excerpt. Specific source claims will need verification.
Include dates, supplies, location, and how families can ask questions. Use only facts you have confirmed.
Updates as you type. Copy your prompt below.
YOUR PROMPTPlanning
Make room for different learners.
Act as an experienced teacher and instructional designer. Create a classroom-ready, 30-minute lesson using this brief. Give me the actual teaching content and learner tasks, not just advice or a generic lesson outline. Learners: Not specified; state a reasonable intended audience as an assumption. Lesson topic: Not specified; use the learning goal or supplied details to establish a focused topic. Learning goal: Propose one measurable objective suited to the topic and learners, and identify it as a suggested objective. Turn the stated learning goal into one measurable objective while preserving its intent. If the goal uses a vague verb such as “understand,” specify an observable performance and what would count as success. Match the content, vocabulary, and cognitive demand to the learners. Build the lesson and assessment around that same objective. OUTPUT 1. Lesson title, measurable objective, and 2–3 student-friendly success criteria. State essential prior knowledge and materials; assume ordinary classroom supplies unless specified. 2. A timed teaching sequence totaling exactly 30 minutes: opening/retrieval (3), explanation and modeling (5), guided or collaborative practice (12), independent application (7), and exit check (3). Use a table with time, teacher actions, learner actions, and evidence of learning. 3. Ready-to-use materials: the actual opening question, a concise explanation or worked model, student-facing activity instructions, and the short passage, examples, or data needed to complete the task. Label original teaching passages as original; do not disguise them as excerpts from a named source. 4. Two likely misconceptions and the specific questions or explanations you would use to address them. 5. Two supports that preserve the learning goal, plus one extension that deepens it. 6. A two-question exit check with expected answers or response criteria and a clear rule for deciding who needs reteaching. Keep the scope realistic for 30 minutes. Include concrete examples and expected responses rather than phrases such as “discuss the topic.” Distinguish well-supported facts from interpretations where relevant. Finish with a brief note identifying assumptions or source details the educator should verify. Do not leave bracketed placeholders. Use accurate subject knowledge. Do not invent citations or claim alignment to a named curriculum standard that has not been supplied. No topic or learning goal has been supplied. Ask one concise question to establish the topic before drafting.
Your next move
Check the source and objective, adjust the challenge, and make sure every learner has a way to participate.
YOUR PROMPTAssessment
Give feedback a clear foundation.
Act as an instructional designer developing an assessment an educator can actually use. Create an analytic, four-level rubric for the assignment in this brief. Learners: Not specified; state a reasonable intended audience as an assumption. Assignment: Not specified; use the learning goal or supplied details to establish a focused topic. Learning goal: Propose one measurable objective suited to the topic and learners, and identify it as a suggested objective. Translate the learning goal into an observable performance statement while preserving its intent and matching the learners’ level. If it uses a vague verb such as “understand,” specify what learners must explain, demonstrate, compare, or produce as evidence. Choose 3–5 observable criteria that directly measure the assignment and objective. Clearly label these as suggested criteria for my review. OUTPUT 1. The measurable objective and a short, student-facing description of the task. 2. A rubric table: criteria as rows; four performance levels as columns, scored 4–1. Write concrete descriptors in every cell. Distinguish levels by the quality, completeness, accuracy, or independence of the demonstrated work; avoid labels such as “excellent” or “poor” without evidence. 3. A simple scoring method with equal weighting unless weighting was supplied. Explain the total possible score. 4. Two short fictional examples of student work at different levels, with scores and a rationale tied to the descriptors. 5. A short student self-assessment checklist and one actionable feedback stem per criterion. Keep language understandable to these learners. Assess the intended knowledge or skill; do not penalize language fluency, handwriting, or presentation unless that is part of the stated objective. Check that adjacent levels can be distinguished consistently and that the scoring arithmetic is correct. Use accurate subject knowledge. Do not invent citations or claim alignment to a named curriculum standard that has not been supplied. No topic or learning goal has been supplied. Ask one concise question to establish the topic before drafting.
Your next move
Review the criteria for clarity and fairness. Test the rubric with a fictional example before using it with learners.
YOUR PROMPTCommunication
Make the next step easy to see.
You are an educator writing directly to families. Create a ready-to-send message using the brief below. Learners: Not specified; state a reasonable intended audience as an assumption. Message topic: Not specified; use the learning goal or supplied details to establish a focused topic. Confirmed facts: No logistical facts supplied. Do not invent dates, costs, supplies, locations, or contact methods. OUTPUT 1. A clear, specific subject line. 2. A message of no more than 180 words, in a warm, professional voice and plain language. Explain the activity, its learning purpose, and the next step supported by the confirmed facts. When appropriate, suggest one optional, no-cost way families can support learning; do not present it as a requirement. Use only the confirmed logistical facts. Include a contact method only if supplied. Avoid jargon, promotional language, and assumptions about families’ time, resources, or home circumstances. Do not include bracketed placeholders. If a crucial fact is missing, omit that claim and add a short “Before sending” note outside the message. Otherwise return only the subject line and message. No topic or learning goal has been supplied. Ask one concise question to establish the topic before drafting.
Your next move
Verify every detail, make the tone your own, and check that the message works for the families you serve.
Your prompt updates as you type. This is a prompt builder, not a live AI response. Leave out personal student information and use tools approved by your organization.
MEET YOUR GUIDE
Christopher L. Garner, M.Ed.Educator · Instructional designer · AI consultant
Education first.
Always.
Built by an educator who knows the work.
I’m Chris Garner. I have been a classroom teacher, an alternative education director, a school administrator, and a senior instructional designer. That experience shapes every workshop: start with the learners, make the work practical, and leave room for professional judgment.
Since 2023, I have helped coworkers put AI to work across my professional roles. My background spans online learning, live facilitation, accessible course design, and school leadership. We bring those perspectives together to help your team build something useful, then evaluate whether it actually serves your learners.
Tell us what you’re working onA FEW GOOD QUESTIONS
Workshop
questions, answered.
Do we need to be experienced with AI?
You can begin with a real task and a willingness to try. Share your team’s experience when you inquire so we can plan an appropriate starting point.
What should we bring to a workshop?
Bring a laptop, a learning goal, and a resource you are allowed to share, such as a lesson outline, assignment, or fictional scenario. Confirm access to approved AI tools with your organization before the session.
Which AI tools will we use?
We’ll discuss the tools your team already uses or is approved to access, such as ChatGPT or Microsoft Copilot. Tool access and any subscription requirements are confirmed while planning the workshop.
How do you approach student information?
Practice begins with fictional or deidentified examples. Your organization’s policies guide tool use and data handling. Educators review AI assisted work before using it with learners.
Can the work fit our school or organization?
Yes. Tell us about your audience, goals, available tools, and the challenges you want to address. You’ll confirm the workshop scope, delivery arrangements, and total before booking.
LET’S REIMAGINE WHAT’S POSSIBLE
Make room for
more teaching.
A goal. A group. A place to start. Tell us what your team needs, and we’ll work out the right workshop together.
cl.garner@reimagineeducationai.comPrefer email? Copy the address into the email service you use.