course-material-creator

---
name: course-material-creator
description: Create custom educational materials including syllabi, lesson plans, assessments, reading lists, and learning objectives. Use when building course curricula, training programs, workshops, or educational content.
---

# Course Material Creator

Frameworks for designing structured educational experiences from syllabus creation through assessment design, supporting formal courses, corporate training, and self-directed learning programs.

## Syllabus Design

### Syllabus Template

```
COURSE SYLLABUS

COURSE TITLE: ______________________________
INSTRUCTOR: ________________________________
TERM/DATES: ________________________________
MEETING TIME: ______________________________
LOCATION: __________________________________

COURSE DESCRIPTION (2-3 sentences):
[What the course covers and why it matters]

LEARNING OBJECTIVES:
By the end of this course, students will be able to:
  1. [Verb] + [specific knowledge/skill] + [context/conditions]
  2. [Verb] + [specific knowledge/skill] + [context/conditions]
  3. [Verb] + [specific knowledge/skill] + [context/conditions]
  4. [Verb] + [specific knowledge/skill] + [context/conditions]
  5. [Verb] + [specific knowledge/skill] + [context/conditions]

PREREQUISITES:
  - [Required prior knowledge or courses]
  - [Required tools or materials]

REQUIRED MATERIALS:
  - [Textbook, software, supplies]

GRADING / ASSESSMENT:
  Component              | Weight | Due Dates
  Participation          | ___%   | Ongoing
  Assignments (N)        | ___%   | Weekly/Biweekly
  Midterm project/exam   | ___%   | Week __
  Final project/exam     | ___%   | Week __

GRADING SCALE:
  A: 93-100  A-: 90-92  B+: 87-89  B: 83-86  B-: 80-82
  C+: 77-79  C: 73-76   C-: 70-72  D: 60-69  F: <60

COURSE SCHEDULE:
  Week 1:  [Topic] — Reading: [Ch. X] — Due: [Assignment]
  Week 2:  [Topic] — Reading: [Ch. X] — Due: [Assignment]
  ...
  Week N:  [Topic] — Final project due

POLICIES:
  Late work: [Policy]
  Attendance: [Policy]
  Academic integrity: [Policy]
  Accommodations: [Statement]
```

### Learning Objective Verbs (Bloom's Taxonomy)

| Level | Verbs | Example Objective |
|-------|-------|-------------------|
| **Remember** | Define, list, recall, identify, name, recognize | "List the five phases of project management" |
| **Understand** | Explain, describe, summarize, interpret, classify | "Explain the relationship between supply and demand" |
| **Apply** | Use, implement, solve, demonstrate, calculate | "Apply regression analysis to a real-world dataset" |
| **Analyze** | Compare, contrast, examine, differentiate, organize | "Analyze competing business strategies and identify trade-offs" |
| **Evaluate** | Assess, critique, justify, recommend, judge | "Evaluate the effectiveness of three marketing campaigns" |
| **Create** | Design, construct, develop, formulate, produce | "Design a database schema for a multi-tenant application" |

## Lesson Plan Design

### Single Lesson Template

```
LESSON PLAN

Topic: _________________________________
Duration: _______ minutes
Week/Session: __________________________
Prerequisites: _________________________

LEARNING OBJECTIVES (this lesson):
  Students will be able to:
  1. [Objective]
  2. [Objective]

MATERIALS NEEDED:
  - [Slides, handouts, tools, datasets]

LESSON STRUCTURE:

  TIME    | ACTIVITY          | METHOD          | NOTES
  --------|-------------------|-----------------|----------
  0-5     | Opening hook      | Story/question  | Engage interest
  5-15    | Review prior      | Q&A / quiz      | Connect to today
  15-35   | New content       | Lecture + demo   | Core concepts
  35-50   | Guided practice   | Pair exercise    | Apply with support
  50-65   | Independent work  | Solo exercise    | Apply independently
  65-75   | Debrief + Q&A     | Discussion       | Clarify and extend
  75-80   | Preview next      | Summary          | Connect forward

DIFFERENTIATION:
  Struggling learners: [Scaffolding or alternative]
  Advanced learners: [Extension activity]

ASSESSMENT:
  Formative: [How you'll check understanding during class]
  Summative: [How this connects to graded assessment]

REFLECTION (post-lesson):
  - What worked well?
  - What would I change?
  - What do students need more practice on?
```

### Engagement Techniques

| Technique | Duration | Best For | Description |
|-----------|----------|----------|-------------|
| **Think-Pair-Share** | 5-10 min | Concept processing | Think alone, discuss with partner, share with class |
| **Jigsaw** | 20-30 min | Complex topics | Groups each learn one piece, then teach each other |
| **Case Study** | 30-60 min | Application | Analyze real-world scenario, propose solutions |
| **Gallery Walk** | 15-20 min | Peer review | Post work around room, students circulate and comment |
| **Muddiest Point** | 3-5 min | Checking understanding | Students write what confused them most |
| **Minute Paper** | 3-5 min | Reflection | "What was the most important thing you learned today?" |
| **Fishbowl** | 15-20 min | Discussion skills | Inner circle discusses, outer circle observes |
| **Role Play** | 15-30 min | Soft skills | Act out scenarios (negotiation, feedback, sales) |

## Assessment Design

### Assessment Types and When to Use

| Assessment Type | Purpose | Measures | Best For |
|----------------|---------|----------|----------|
| **Multiple choice** | Knowledge recall | Recognition, basic understanding | Large classes, quick grading |
| **Short answer** | Comprehension | Explanation, application | Mid-depth understanding |
| **Essay** | Analysis/synthesis | Critical thinking, argumentation | Deep understanding |
| **Project** | Application/creation | Practical skills, creativity | Real-world competency |
| **Presentation** | Communication | Public speaking, synthesis | Explaining complex topics |
| **Portfolio** | Growth over time | Cumulative progress, reflection | Long-term skill development |
| **Peer review** | Evaluation skills | Critical analysis, feedback | Collaborative learning |
| **Practical/lab** | Hands-on skills | Technical execution | Applied/technical courses |

### Rubric Design Template

```
RUBRIC: [Assignment Name]

Criteria        | Excellent (4)      | Good (3)          | Adequate (2)      | Needs Work (1)
----------------|--------------------|--------------------|--------------------|-----------------
[Criterion 1]   | [Description of    | [Description of    | [Description of    | [Description of
                | excellent work]    | good work]         | adequate work]     | poor work]
                |                    |                    |                    |
[Criterion 2]   | [Description]      | [Description]      | [Description]      | [Description]
                |                    |                    |                    |
[Criterion 3]   | [Description]      | [Description]      | [Description]      | [Description]
                |                    |                    |                    |
[Criterion 4]   | [Description]      | [Description]      | [Description]      | [Description]

SCORING:
  Total points: ___ / [Max]
  Weight: ___% of final grade
```

## Reading List Curation

### Reading Selection Framework

```
READING LIST CURATION:

FOR EACH READING, EVALUATE:
  Relevance:     Does it directly support learning objectives?
  Accessibility: Is the reading level appropriate?
  Recency:       Is the information current? (or intentionally historical?)
  Diversity:     Does the list include varied perspectives?
  Length:         Is the total reading load reasonable?

READING LOAD GUIDELINES:
  Undergraduate:  30-50 pages/week
  Graduate:       50-100 pages/week
  Professional:   20-40 pages/week (busy professionals)
  Self-directed:  Learner's pace (provide suggested schedule)

CATEGORIZATION:
  Required:    Must read before class/session
  Recommended: Deepens understanding of required material
  Reference:   Available for future use/specific needs
  Optional:    For highly interested learners
```

### Annotated Reading List Template

```
READING LIST: [Course Name]

WEEK 1: [Topic]
  REQUIRED:
  - [Author]. "[Title]." [Source], [Year]. [Pages/sections].
    Why: [1 sentence on what this reading contributes]

  RECOMMENDED:
  - [Author]. "[Title]." [Source], [Year].
    Why: [1 sentence on supplementary value]

WEEK 2: [Topic]
  ...
```

## Curriculum Mapping

### Course-Level Alignment

```
CURRICULUM MAP:

Program Objective    | Course(s)           | Assessment           | Bloom's Level
---------------------|---------------------|----------------------|-------------
[Program obj 1]      | [Course A, Week 3]  | [Assignment type]    | Apply
                     | [Course B, Week 7]  | [Project component]  | Create
[Program obj 2]      | [Course A, Week 5]  | [Exam question]      | Analyze
                     | [Course C, Week 2]  | [Case study]         | Evaluate
```

### Backward Design Process

```
BACKWARD DESIGN (Understanding by Design):

STAGE 1: DESIRED RESULTS
  What should students know and be able to do?
  - Enduring understandings (big ideas that last)
  - Essential questions (driving inquiry)
  - Learning objectives (specific, measurable)

STAGE 2: ASSESSMENT EVIDENCE
  How will you know students have learned?
  - Performance tasks (authentic assessment)
  - Other evidence (quizzes, observations, self-assessment)
  - Criteria for success (rubrics, checklists)

STAGE 3: LEARNING PLAN
  What experiences will enable learning?
  - Instructional activities (lessons, labs, discussions)
  - Sequence and pacing (build from simple to complex)
  - Resources and materials (readings, tools, examples)
  - Differentiation (support and extension)
```

## Workshop and Training Design

### Workshop Template

```
WORKSHOP DESIGN: [Title]
Duration: [X hours/days]
Audience: [Who and their level]
Max Participants: [N]

PRE-WORK (if any):
  - [Reading, video, or self-assessment]

AGENDA:
  TIME        ACTIVITY                    FORMAT
  9:00-9:15   Welcome and introductions   Icebreaker
  9:15-9:30   Learning objectives + agenda Overview
  9:30-10:30  Module 1: [Topic]           Lecture + exercise
  10:30-10:45 Break
  10:45-12:00 Module 2: [Topic]           Case study + discussion
  12:00-1:00  Lunch
  1:00-2:30   Module 3: [Topic]           Hands-on workshop
  2:30-2:45   Break
  2:45-3:45   Application exercise        Group project
  3:45-4:15   Presentations               Group share-outs
  4:15-4:30   Wrap-up and evaluation      Reflection + survey

MATERIALS CHECKLIST:
  [ ] Slide deck
  [ ] Handouts/workbooks
  [ ] Exercise materials
  [ ] Name tags
  [ ] Evaluation forms
  [ ] Supplies (markers, sticky notes, etc.)

POST-WORKSHOP:
  - Send follow-up email with resources
  - Share slide deck and recordings
  - Collect and review evaluations
  - Schedule follow-up session (if applicable)
```

## See Also

- [Learning Gap Analyzer](../learning-gap-analyzer/SKILL.md)
- [Research Presenter](../research-presenter/SKILL.md)
- [Literature Review Planner](../literature-review-planner/SKILL.md)

More agent context in travisjneuman/.claude

127 other files this repository gives its agents, the first 60 shown.