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Today's Rundown reported that Anthropic spent the past year consulting religious scholars from different faiths to help shape Claude's morals. I use a different approach for Bible study, research, and writing Bible study books with Claude. I wrote a set of Bible study principles that Claude reads before any work begins and follows throughout the process. The main tenets are: - The Bible is the sole authority. No commentary, tradition, or scholar outranks the text. - Scripture interprets Scripture. When a passage is unclear, the answer comes from another passage, not from a theological system. - First ask what the text actually says before asking what it means. - Ask who is speaking, to whom, and under what circumstances. - Quote every verse word for word. Never paraphrase it. - Separate what the text states from what we infer, and say "I don't know" where the Bible is silent. The difference shows in the outcome. The books contain no man-made doctrines, denominational vocabulary, or creeds—only what the Bible says, with the passage shown for every claim. When a draft goes beyond the text, these principles catch it. My experience is that the moral standard an AI needs is already written down, and an AI can be held to it. The principles, along with 23 free books and studies, are available at noblemind.study. Step-by-step: 1. I wrote a set of Bible study principles for my own Bible study, research, and Bible study books. 2. I have Claude read the principles before any work begins. 3. I require Claude to follow the principles throughout the work. 4. I use the principles to keep claims grounded in the biblical text, quote verses word for word, and distinguish statements from inferences. 5. I review drafts for man-made doctrines, denominational vocabulary, creeds, and claims that go beyond the text.

I used Claude to review the book *Why Machines Learn*. Then I went through each chapter while Claude questioned me at relevant points. To make the concepts more concrete, I used interactive graphs with x and y axes. The first graph shows the relationship between x and a function, along with the slope of the curve. It uses f(x) = x³ with a tangent line illustrating the derivative. I can drag a slider to move the point and watch the slope change, then switch to 3x to compare it with a straight line. The graph demonstrates several ideas: - Sliding x to 0 on x³ makes the tangent flat and the slope 0, so a small nudge barely changes the output. This is similar to a flat spot at the ends of a sigmoid, where learning stalls. - Sliding to 2 and then to −2 shows a slope of 12 at both points. Because the derivative is 3x², it is positive on both sides and the curve is always climbing. - Switching to 3x makes the tangent lie directly on top of the line, with a constant slope of 3 everywhere. - The nudge-check box tracks the derivative closely, showing that the derivative is essentially “change in output ÷ small change in input.” The second graph shows the input and output layers of a small pattern detector. It represents a 2 × 2 image flattened into four inputs, a hidden layer of two neurons, and two outputs. The weights are set by hand so the network can distinguish a vertical line from a horizontal one. I can click the pixels to change the image and watch the numbers flow through the network. The setup uses weight +1, weight −1, ReLU activation defined as max(0, z), softmax output, and all biases set to 0. For example: - Flatten: x = [1, 0, 1, 0] - h1 = ReLU((1)(1) + (-1)(0) + (1)(1) + (-1)(0)) = ReLU(2) = 2 — left column versus right column - h2 = ReLU((1)(1) + (1)(0) + (-1)(1) + (-1)(0)) = ReLU(0) = 0 — top row versus bottom row - Output: scores (2, 0) → softmax → Vertical 88%, Horizontal 12% The graph includes examples for a left vertical line, top horizontal line, right vertical line, and diagonal. Seeing the numbers change as the factors change really helps bring these concepts to life for me. Step-by-step: 1. I used Claude to review *Why Machines Learn* and question me as I worked through each chapter. 2. I used an interactive x-and-y graph to explore how a function changes and how its slope relates to the derivative. 3. I moved the slider across f(x) = x³, including 0, 2, and −2, to observe how the tangent and slope changed. 4. I switched the graph to 3x and used the nudge-check box to compare a constant derivative with the changing derivative of x³. 5. I explored a second interactive diagram representing a 2 × 2 image, four inputs, two hidden neurons, and two outputs. 6. I clicked different pixels and watched the ReLU activations, output scores, and softmax predictions change for vertical, horizontal, and diagonal patterns.

MinecraftEdu first launched nearly 15 years ago, but the classroom world we built with it is still growing. Years of students have contributed to the school and town-building project, creating a shared record of their creativity and learning. Getting it running on a modern Mac meant preserving that history and giving the next group of students a way to add their own chapter. Finding the right version of Java—the software MinecraftEdu needs to run—was central to the process. We used OpenAI’s Codex desktop app, powered by GPT-6, to examine the old setup, research compatibility issues, and test what would work. An older Java version launched the client, but resizing its window caused it to crash. ChatGPT read the crash reports and tested a newer Java 8 version, which gave us a setup that could launch the game and handle window resizing successfully. ChatGPT also repaired the server launcher and created standalone apps, using Apple’s Rosetta compatibility layer to run the older software on Apple Silicon. The result is a usable MinecraftEdu setup on modern hardware with the existing worlds preserved. We can now continue teaching and building in a place that successive classes of students have helped create. Step-by-step: 1. We examined the existing MinecraftEdu setup and researched its compatibility requirements on a modern Mac. 2. We used OpenAI’s Codex desktop app, powered by GPT-6, to investigate the old setup and test possible solutions. 3. We tested an older Java version, which launched the client but caused crashes when the window was resized. 4. We had ChatGPT read the crash reports and test a newer Java 8 version. 5. We used the working Java setup to launch MinecraftEdu and handle window resizing successfully. 6. We had ChatGPT repair the server launcher and create standalone apps. 7. We used Apple’s Rosetta compatibility layer to run the older software on Apple Silicon. 8. We preserved the existing worlds so future classes can continue building and learning in them.

I built a reusable AI skill that turns any topic and source material into a self-paced course. It follows the same assembly line every time: modules with learning goals, real lesson text, working YouTube videos, quizzes with explanations for wrong answers, and a simple local web course packaged in a folder-based library. Each new course gets its own folder. It works across subjects, but I still review high-stakes content myself. I also treat video quality as more than whether a link works. Step-by-step: 1. I provide a topic and source material. 2. The skill splits the topic into modules and defines learning goals for each one. 3. It writes the lesson text. 4. It finds real YouTube videos and verifies that they work. 5. It builds quizzes that explain incorrect answers. 6. It packages everything as a simple local web course. 7. It adds the new course to the folder-based library in its own folder. 8. I review high-stakes content and assess video quality beyond whether the links work.

I prompted Claude Code to build a Star Trek-themed website for my sixth-grade math and science students. I can use it to enter assignments and track what students complete, while students can sign in to check which assignments they are missing. Students can see their XP and levels and choose an affiliation: gold for Operations, red for Security or Engineering, or blue for Medical or Science. They have dilithium crystals for energy and health points. Operations can defend, Engineering provides more crystals, and Medical heals. Step-by-step: 1. I prompted Claude Code to build the website around my students’ assignments and progress. 2. I use the site to enter assignments and track what students complete. 3. Students sign in to their accounts to see which assignments they are missing. 4. Students view their XP and levels and choose gold for Operations, red for Security or Engineering, or blue for Medical or Science. 5. Students use dilithium crystals for energy and health points, with Operations defending, Engineering providing more crystals, and Medical healing.

I built a weekly interactive training-course generator for my 10-year-old son and eventually landed on a much simpler final version than where I started. I wanted a way to teach him practical safety and life skills, starting with how to swim confidently and what to do if he gets into trouble in the water. I needed something more engaging than simply talking at him, but writing a polished, interactive lesson from scratch every week was not sustainable. First, Claude and I designed a single interactive HTML course as a proof of concept. It was a swim-safety course with a branded look, including a custom color palette, fonts, and a progress tracker styled like pool lanes. The course was divided into modules: a welcome screen, a comfort-and-basics lesson, a step-by-step skills walkthrough, a safety checklist, a “what to do if something goes wrong” module, a quiz, and a certificate at the end. The “what to do if something goes wrong” module was the most important part. Once the course worked, I wanted to reuse the same format for a new topic every week. Claude first built a version that called the Claude API live from inside the page to generate new content on demand. However, it only worked while the page stayed open inside Claude.ai, and occasionally a section failed to generate cleanly. We pivoted to a simpler approach. Instead of using a live tool, Claude documented the entire course format—including the visual identity, module structure, tone, and content rules—as a standing “brief” document. Each week, I open Claude Cowork, paste in the brief and that week’s topic—bike safety, fire safety, or whatever is next—and Cowork returns a finished, fully self-contained HTML file. There is no app to babysit and no live API call; I can simply open the file and hand it to my son. The result is a repeatable, no-maintenance weekly workflow for turning any topic into a polished interactive lesson for my kid. Step-by-step: 1. I identified a need for more engaging lessons on practical safety and life skills, starting with swimming and water safety. 2. I worked with Claude to create a proof-of-concept interactive HTML swim-safety course. 3. I structured the course into a welcome screen, comfort-and-basics lesson, skills walkthrough, safety checklist, emergency-response module, quiz, and certificate. 4. I tested a live-generation version that called the Claude API from inside the page, then noted that it only worked while open inside Claude.ai and that sections sometimes failed to generate cleanly. 5. I had Claude document the course’s visual identity, module structure, tone, and content rules in a reusable brief. 6. Each week, I open Claude Cowork, provide the brief and a new topic, and receive a finished, self-contained HTML course file. 7. I open the file and give the interactive lesson to my son without maintaining an app or making live API calls.

I teach and direct a required general education public speaking class at a small college. I’ve built the course around critical inquiry, critical thinking, and public advocacy of a localized problem. Over the years, I’ve noticed that students are increasingly reluctant to engage with the underlying problem. They are often content to identify a problem with enough certainty that they assume their perspective is obviously shared by everyone else. They may also believe that their preferred sources are more certain or credible, leading them to build a case based only on their limited perspectives. With the help of ChatGPT, I built an AI tool that guides students through the problem- and solution-discovery process. It begins with a general question: “what is your topic and what is the problem?” Students often respond with a one-word or incomplete answer, such as “poverty,” “crime,” or “the high cost of education.” These answers do not identify the topic’s deeper dimensions, the extent of the harm, or who is affected by the issue. The AI pushes back on these statements and helps students explore the issue in greater depth. It consistently asks, “what do you mean by x?” I constrained the AI to draw most of its knowledge from the coursepack I wrote for the class, which outlines the assignments, lessons, and instructional content. This keeps the tone of the interaction and the examples provided to students aligned with the overall feel of the course. The AI does not create speeches, make outlines, or find sources for students. Instead, it asks questions that help them refine the direction of their speeches. Whenever possible, the AI also identifies alternative viewpoints from sources traditionally associated with the student’s own perspective. For example, if a student is advocating a progressive viewpoint, the AI may identify statements or research from progressive sources that disagree with that perspective. If the student is advocating a conservative viewpoint, it may identify statements or research from conservative thinkers that challenge the student’s position. This helps students recognize the complexity of ideas and understand that people on the same political, religious, or ideological side do not necessarily agree on every topic. As is often the case when I build GPTs, the 8,000-character limit requires me to move many instructions into a document that I upload to the GPT’s resources. ChatGPT is helpful when I decide which content belongs in the configuration and which content can go in an uploaded document. Step-by-step: 1. I designed the public speaking course around critical inquiry, critical thinking, and public advocacy of a localized problem. 2. I identified a recurring challenge: students often named broad topics such as “poverty,” “crime,” or “the high cost of education” without exploring the depth of the issue, the degree of harm, or who is affected. 3. With help from ChatGPT, I built an AI tool that begins by asking, “what is your topic and what is the problem?” 4. I configured the AI to push back on incomplete answers by repeatedly asking, “what do you mean by x?” 5. I constrained the AI to draw most of its knowledge from my coursepack, including the class assignments, lessons, and instructional content. 6. I instructed the AI to guide students with questions rather than create speeches, make outlines, or find sources for them. 7. I configured it to identify alternative viewpoints, including disagreements from sources traditionally associated with the student’s own political, religious, or ideological perspective. 8. Because of the 8,000-character limit, I moved some instructions into a document uploaded to the GPT’s resources and used ChatGPT to help decide what belonged in the configuration and what belonged in the document.

I moved from public school to a private school with no autism-specific training, and I found students on the spectrum struggling with one-size-fits-all lessons. AI helped close that gap for both me and my students in about five minutes per lesson. I take a standard lesson and rebuild it around the individual student. I upload only the blank assignment—never any student data—and prompt AI to adapt it to that learner. I include their favorite colors and niche interests, replace abstract examples with personalized ones, add sentence starters, and allow them to draw responses instead of writing dense paragraphs. Step-by-step: 1. I take an existing lesson and create a blank version of the assignment. 2. I upload only the blank assignment to my AI tool, without including any student data. 3. I provide the student’s interests, preferred colors, and reading level. 4. I ask the AI to rebuild the lesson for that specific student. 5. I use personalized examples, sentence starters, and drawing-based response options to make the lesson more accessible. The result is no shutdowns, no walls, and a genuinely engaged and grateful student. One untrained teacher can now individualize any lesson for a unique learner in minutes.

I give the system a topic, such as Private Credit, inference workloads, or agentic harnesses. It then runs an intake survey to understand my goals—for example, learning more about inference workloads so I can differentiate between providers and routers for different models. Next, an agent builds a multi-phase curriculum with learning outcomes, external resources, generated primers, and checkpoints for each phase. I work through the curriculum in an Obsidian space, asking questions and reviewing my notes and answers throughout each stage. By the end, my current understanding is documented in a `state.md` skills file that I can build on when exploring related topics in the future. I call this “Burst learning.” Step-by-step: 1. I provide the system with a topic, such as Private Credit, inference workloads, or agentic harnesses. 2. I complete an intake survey that identifies my goals for learning about the topic. 3. An agent creates a multi-phase curriculum with learning outcomes, external resources, generated primers, and checkpoints. 4. I work through each phase in an Obsidian space, asking questions and reviewing my notes and answers. 5. I document my current understanding in a `state.md` skills file to support future learning about related topics.

I teach AI in Business at Western Washington University, and I built a free, case-based AI textbook with Claude and GitHub Pages: https://prof-califf.github.io/ai-in-business/ The 11-chapter digital textbook includes seven real company cases—EveryCure, Netflix, Spotify, Uber, Waymo, Airbnb, and Epic—plus chapters on AI’s environmental cost, ethics, regulation, and the future of work. Seven chapters include hands-on Python labs, and Chapter 8 has an interactive calculator that models the energy and water footprint of a reader’s own AI usage. The textbook is free, has no publisher, and costs $0 to host. The problem was that AI textbooks are stale before they ship. An 18-month publishing cycle means students can pay $200 for a book that is already two model generations behind. Textbooks also tend to teach theory first and postpone business relevance until much later. My students do not need to derive backpropagation. They need to understand why Spotify built a recommender, how it works, what broke, and what it cost—then build one themselves. My stack is Claude, GitHub Pages, VS Code, Google Colab for the labs, and n8n for the Chapter 7 agentic lab. The project started when I was assembling a reading list and could not find anything usable—only outdated textbooks and paywalled cases. I already had years of lecture notes scattered across documents. Step-by-step: 1. I locked in a framework first. I use the AI Factory model—Data → Model → Prediction → Decision → Value → loop—and run every company through it. This is the step people skip: it builds transferable skills for students and gives Claude a stable structural contract across every chapter. 2. I set up the repository before writing. I created a new repo, added `index.html`, opened Settings → Pages, and confirmed that the site deployed. Five minutes up front was better than debugging after 40,000 words. 3. I built one chapter completely and used it as the template. Each chapter is a single, self-contained HTML file with no build step or dependencies. Then I prompted Claude: "Here's my finished Chapter 1 as the format reference. Here are my notes on Uber. Draft Chapter 4 in the same structure and voice." A finished exemplar worked better than an abstract description. 4. I started from my existing material instead of using a blank prompt. Claude structured and clarified my notes, but it did not decide what I think. I rewrote anything that did not sound like me. That distinction preserved the resource’s voice and avoided generated filler. 5. I made the labs builds rather than exercises. Students reconstruct each system in Google Colab using Claude as a coding partner, then publish their work to their own GitHub repositories. They finish with artifacts. 6. I shipped an incomplete version and update it like software. I published with fewer chapters, then edit and push updates when regulation changes so students automatically get the current version.

I’m learning Chinese online and record all my lessons. I asked Claude Code to transcribe the recordings and walked through the process of using the Whisper API with its guidance. Then I asked Claude Code to analyze the transcripts and identify mistakes I could fix that would make a big difference. It found that my teachers had not corrected several phrases I was repeating. Claude Code taught me which phrases to practice, and I’m now making fewer mistakes. Step-by-step: 1. I recorded all of my online Chinese lessons. 2. I asked Claude Code to guide me through transcribing the recordings with the Whisper API. 3. I asked Claude Code to analyze the transcripts for mistakes that would make a significant difference if corrected. 4. I reviewed the repeated phrases my teachers had not corrected. 5. I practiced the phrases Claude Code identified, which helped me make fewer mistakes.

I used Claude Code to find scientific seminars hosted by colleges and universities across the US and collate them into a single, searchable list. Researchers can use it to find talks that match their interests near them. The site, seminarsearch.org, runs mostly on free-tier SaaS services, costs me $5 per month to operate, and currently supports a few thousand users. The same pattern could be adapted to collate all 5K runs in the US, tennis matches, craft shows, quilting bees, or any other type of event that interests you. I started by explaining to Claude what I wanted to build. We then spent a few hours exploring where and how to identify seminar calendars at universities across the US, which was arguably the hardest part. We developed a pluggable framework with scraping plugins for the common CMSs used by universities, along with iCal parsers, HTML parsers, and JavaScript interpreters to handle the complexity of normalizing content from hundreds of departmental websites. Once we had the seminar-scraping infrastructure, we built a database schema in Supabase and simple APIs to create, read, update, and delete records. The APIs are written in Python and hosted on Railway for $5 per month. We used Vercel to deploy a simple React-based frontend for presenting the data. Now I can ask Claude to implement a feature or add a new university to the list of sources. It figures out where the data is hosted, creates entries for the university and its departments, finds their seminar feeds, collects the seminar data, puts it into the database, and runs GitHub Actions to send alerts to registered users. The scraping job runs once a week to collect new data, and it also runs through GitHub Actions. I wrote zero code during this process and have never even looked at the code. I only had to paste a few error messages from Railway into Claude so it could debug them, and there were only a few errors. Since building seminarsearch.org, I have cloned the infrastructure and codebase and modified it to build a site that collects road bike rides and group mountain bike rides across the country. The system is highly extensible to new areas of interest and is useful when traveling or living in a large metropolitan area where it is difficult to keep track of all the opportunities available for your interests. Step-by-step: 1. I explained to Claude Code that I wanted to build a searchable directory of scientific seminars hosted by colleges and universities across the US. 2. We explored where and how to identify university seminar calendars, focusing on the challenge of finding sources across many institutions. 3. We built a pluggable scraping framework with plugins for common university CMSs, plus iCal parsers, HTML parsers, and JavaScript interpreters. 4. We created a Supabase database schema and simple Python APIs for creating, reading, updating, and deleting seminar records. 5. We hosted the APIs on Railway for $5 per month and deployed a React-based frontend on Vercel. 6. We configured Claude to add universities and implement features by finding source locations, creating university and department records, locating seminar feeds, collecting seminar data, and adding it to the database. 7. We used GitHub Actions to run the weekly scraping job and send alerts to registered users. 8. When Railway returned errors, I pasted a few error messages into Claude so it could debug them. 9. I cloned and modified the infrastructure and codebase to create additional sites for road bike rides and group mountain bike rides across the country.

I work with long talking-head videos for my online course and Instagram. Turning them into vertical shorts used to take hours per video: finding the best moments, cropping to 9:16, adding captions, or paying for clipping subscriptions. I built a video-clipping agent as a Claude skill that runs entirely on free, open-source tools. Step-by-step: 1. I drop a long video—either talking-head footage or an already-produced 16:9 video—into a folder and invoke my "clipper" skill in Claude. 2. Claude transcribes the video locally with faster-whisper using word-level timestamps, so no API key is needed. ElevenLabs Scribe is an optional upgrade for tricky audio. Before transcription, the workflow cleans the audio with declipping and normalization because clipped microphone peaks can make Whisper skip words or hallucinate. 3. The skill scores every candidate moment against a rubric: hook strength (30 points), whether it can stand alone (25), emotional charge (20), rhythm (15), and ending (10). Only segments scoring 70 or higher survive, so I do not publish a weak clip simply because it exists. 4. Claude cuts the selected moments with word-level precision and reframes them to 9:16 in one of two modes: face-tracking crop for raw footage, or "pad" mode, which centers the full 16:9 video over a blurred background. The latter lets me repurpose already-edited videos without chopping off centered graphics or captions. 5. ffmpeg masters everything to a fixed specification: 1080x1920, 24fps, H.264 CRF18, and audio normalized to -14 LUFS. The files are ready for Instagram, TikTok, and Shorts. 6. I review the scored shortlist and publish the winners. What used to take hours—or require a monthly subscription—now takes minutes and costs zero. The scoring rubric also makes the agent explain why each clip deserves to exist instead of simply cutting wherever the waveform looks loud.

Copy and paste the ChatGPT prompt. A screen video is included.

I used Claude Code to build a 13-agent workforce for generating micro-courses. Each agent has its own job description and a defined role in the workflow, which begins with document analysis and ends with a course package agent delivering a complete, interactive HTML prototype as a local file. The agentic workforce creates knowledge-check quizzes with corrective feedback. Each micro-course also includes a downloadable handout highlighting the main points. In my case, a human course builder receives the final interactive HTML prototype and uses it to update our organization’s course catalogue. The HTML file is available for everyone to use as well. This reduced the production time from three months to two hours at most. I also included a security gate that redacts information from transcripts used to create course content. I’m happy to share more—we’re talking about folders and files here. Step-by-step: 1. I used Claude Code to build a 13-agent workforce for generating micro-courses. 2. I gave each agent its own job description and defined workflow. 3. I started the workflow with document analysis before the work begins. 4. I used a course package agent to deliver a complete, interactive HTML prototype as a local file. 5. I had the workforce create knowledge-check quizzes with corrective feedback. 6. I included a downloadable handout with highlights at the end of each micro-course. 7. I sent the final interactive HTML prototype to a human course builder, who updates our organization’s course catalogue from it. 8. I added a security gate to redact information from transcripts used for course content. 9. I made the HTML file available for everyone to use.

I needed a way to turn long, sometimes messy teacher–student conversations and oral feedback into concise, actionable checklists that students could easily refer to as they worked to improve. The process also needed to protect student privacy and data. Step-by-step: 1. I identified the need to convert one-to-one conferencing conversations and oral feedback into a clear, usable format. 2. I focused on creating concise checklists students could refer to when making improvements. 3. I kept student privacy and data protection as requirements throughout the process.

I use AI to turn shifting interests into a flexible learning route instead of committing too early to one fixed curriculum. I start with what I am genuinely curious about: the topics currently holding my attention, what I already know, what I want to understand better, and what kind of learning feels useful. Rather than choosing one large Coursera program and hoping it remains relevant for months, I ask AI to identify the underlying themes. Several interests that look unrelated on the surface may share the same foundations. Other topics may be better approached through design, psychology, technology, history, or systems thinking. I can then combine courses from different programs instead of treating one certificate as the only valid path. The learning route stays flexible: I can postpone a course, insert a new one, or drop a subject that turns out to be less interesting without treating that as failure. The result is less like enrolling in a predefined curriculum and more like building a living learning map. AI helps with course discovery, sequencing, overlap, prerequisites, and the relationships between different topics. I remain the one deciding what is worth following. The goal is not maximum completion. It is to keep learning connected to genuine curiosity. Step-by-step: 1. I identify the topics currently holding my attention, along with what I already know, what I want to understand better, and what kind of learning feels useful. 2. I share that context with AI and ask it to identify the underlying themes across my interests. 3. I use those themes to determine whether different topics are connected through shared foundations or are better approached through design, psychology, technology, history, or systems thinking. 4. I discover and combine courses across different programs instead of committing to one large Coursera program or treating one certificate as the only valid path. 5. I ask AI to help with course sequencing, overlap, prerequisites, and the relationships between topics. 6. I adjust the learning route as my curiosity changes by postponing, adding, or dropping courses while deciding for myself what is worth following.

For the start of the new school year, I wanted to use the current eastern Washington wildfires near Spokane with my two sixth-grade science classes. I wanted an AI tool to create a website I could upload to my hosting service. The site needed to provide daily updates from verified news sources, along with air quality data comparing Spokane in eastern Washington, Kirkland near Seattle, and Chimacum, where we live, on the western side of the state. I also wanted to include a simulation where students could change different variables to see how they affect the direction of the smoke and air quality. I could not decide which AI service to use, so I entered the same prompt into my personal paid Claude and Gemini Spark accounts, as well as my free teacher ChatGPT and Claude accounts, to compare which one created the best site for students. Here is the prompt I used: "Create a dynamic website with information of the Spokane, WA 2026 wildfires. Information include only verified facts from credible news sources. Information needs to be updated from when the largest fire started until it is completely put out. At that point, this website is complete and done. Include a page with air quality data. Provide air quality data on a daily basis from the onset of the fire to the end of the fire. Include Spokane, Kirkland, and Chimacum to compare the air quality from eastern WA near the fire, mid WA, and western WA. Include factors that explain the air quality such as winds, inversion, altitude of smoke and any other relevant data that students can view to answer questions. Provide a way for students to click on different variables to see how different factors affect the fire, direction of smoke, and air quality. Use the /inversa-design skill to make the website." Here is a portal page with links to all four sites: https://educatoral.com/2026SpokaneFire/ Step-by-step: 1. I identified the eastern Washington wildfires near Spokane as a topic for my two sixth-grade science classes. 2. I defined the website requirements: verified news updates, daily air quality data, comparisons among Spokane, Kirkland, and Chimacum, and a student-facing smoke and air quality simulation. 3. I used the same prompt with my paid Claude and Gemini Spark accounts and my free teacher ChatGPT and Claude accounts. 4. I compared the sites created by the four AI accounts to determine which one would be best to use with students. 5. I collected links to all four sites on this portal page: https://educatoral.com/2026SpokaneFire/

I uploaded a PDF of a book I need to study for an exam and discussed it with ChatGPT to develop a study methodology. ChatGPT divided the book into chapters, chapters into modules, and modules into parts. At the beginning of each study session, ChatGPT gives me a 10-question quiz covering all the topics I studied through the previous day. It marks my answers according to our methodology, then provides notes for the next part of the module. After I review the notes, I take a quiz based on that material. At the end of each study session, ChatGPT gives me a quiz covering all the topics studied that day. It calculates the quiz-wise marks percentage, the overall percentage for the day, and a comparison with previous days. Questions I answer incorrectly are added to the Error Notes. After I complete a chapter, ChatGPT provides notes for that chapter in a downloadable format. Step-by-step: 1. I uploaded the PDF of the book I need to study for the exam. 2. I discussed the study process with ChatGPT and developed a methodology. 3. ChatGPT divided the book into chapters, chapters into modules, and modules into parts. 4. At the start of each study session, I took a 10-question quiz covering all topics studied through the previous day. 5. ChatGPT marked my answers according to our methodology and provided notes for the next part of the module. 6. I reviewed the notes and took a quiz related to that material. 7. At the end of the study session, I took a quiz covering all topics studied that day. 8. ChatGPT calculated the quiz-wise marks percentage, the overall percentage for the day, and a comparison with previous days. 9. ChatGPT added the questions I answered incorrectly to the Error Notes. 10. After I completed a chapter, ChatGPT provided notes for it in a downloadable format.

I use Gemini Learn to fast-track my learning about Unblooms. Here's the prompt I used: ```text "I'm learning about the Unblooms, https://substack.com/home/post/p-194387968, https://unblooms.gainable.ai/, as well as any resource you can find to help me. I need to understand what it is, how it works, and ways I can use it when designing powerful learning experiences for my students." ``` Gemini Learn guided me through classroom examples of how Unblooms works, using examples from my own teaching because I customized my Gemini account with content from my teacher blog. Gemini helped me create three separate graphic organizers that my sixth-grade Math and Science students can paste into their interactive notebooks to track their decision trails when using and critiquing AI in class. Step-by-step: 1. I used Gemini Learn to study Unblooms and understand what it is, how it works, and how I could use it to design learning experiences for my students. 2. I gave Gemini Learn the Unblooms resources and prompt above, along with access to teaching content from my teacher blog through my customized Gemini account. 3. I asked Gemini Learn to explain Unblooms through classroom examples connected to my own teaching. 4. I used Gemini's guidance to create three graphic organizers for my sixth-grade Math and Science students. 5. My students can paste the organizers into their Math and Science interactive notebooks to track their decision trails when using and critiquing AI in class.