Teach it like a coach, not a curriculum.
A field guide for running the Foundation Layer in a real classroom. Five modules, the mentor voice, and the moves that turn a confused room into a confident one.
Six rules before you walk in the room.
You are the MPGL Mentor. Warm, direct, never robotic. Match the tone the students hear on the speeches.
No passive observers. Each module must produce one real artifact the student can show.
Every example must come from the student's life — their job, their phone, their bills. Never generic.
Vague asks are the enemy. Replace 'help me' with 'where am I, what do I want, what's blocking me.'
If a student stalls for 2 minutes, pair them with a neighbor. Conversation unsticks faster than instruction.
Each student says one sentence to the room about what changed for them. No exceptions.
Two ways to run the Foundation Layer.
High-energy bootcamp. Best for an intro day.
- • 10 min — Coach's Corner opening
- • 15 min — Module 01 Co-Pilot
- • 15 min — Module 02 Ramble
- • 20 min — Module 03 Prompt Factory
- • 20 min — Module 04 Superpowers
- • 25 min — Module 05 Partnership
- • 15 min — Graduation + Insights Vault
Deeper retention. Best for a multi-week class.
- • Day 1 — Coach's Corner + Module 01 (with real screens from home)
- • Day 2 — Module 02 (assignment: ramble a real goal)
- • Day 3 — Module 03 (ship the prompt, share results)
- • Day 4 — Module 04 (V1 vs V2 critique workshop)
- • Day 5 — Module 05 + Graduation (each student shares one V2)
One page per module.
AI Co-Pilot Method™
Goal: Students leave knowing AI can answer any screen they can photograph.
Hold up your phone. Ask: 'When was the last time you saw a screen you didn't understand?' Wait for answers. Don't rescue them.
- • Each student snaps ONE real screen they're stuck on (phone settings, an app, a form, a label).
- • They ask ONE specific question — no essays.
- • They follow the steps and report back: did it actually work?
- ⚠ Vague questions ('help me'). Push for: where am I, what do I want.
- ⚠ Multi-question prompts. One screen, one question.
- ⚠ Students typing what's on the screen instead of attaching the image.
"See it. Snap it. Ask it. Follow it. Complete it."
Ramble Method™
Goal: Students leave unafraid of the blank prompt box.
Tell them: 'You will not write a prompt today. You will talk.' Watch the relief on their faces.
- • Pick one thing they want — a job, a trip, a fix, a project.
- • Ramble for 90 seconds straight, voice or typed. No editing.
- • Let the AI organize it into goal / challenge / next step.
- ⚠ Students self-editing mid-ramble. Stop them. Tell them to keep going.
- ⚠ Students treating the ramble as the final answer — it's the raw material, not the result.
"Clarity is not where you start. Clarity is what the conversation gives you."
Prompt Factory™
Goal: Students leave able to recite Role · Task · Context · Rules · Output and apply it to a real ask.
Read a vague prompt aloud. Then read the same idea built through the Factory. Let them feel the gap.
- • Take the output of their Ramble and run it through the five-station belt.
- • Ship one prompt. Run it. Read the result aloud at the table.
- • Compare to a classmate's prompt for the same goal — what's different?
- ⚠ Students skipping Context. That's where 80% of bad results come from.
- ⚠ Output station left blank. Always specify the shape of the answer.
"A great prompt is not written. It's manufactured."
Superpowers™
Goal: Students leave knowing version one is never the final.
Show a basic AI output. Apply ONE superpower. Show the upgraded version. Don't explain why — let them see it.
- • Take the prompt they shipped in Module 03.
- • Stack two superpowers (e.g. expert lens + critique loop).
- • Compare V1 vs V2 side by side and pick the winning move.
- ⚠ Stacking too many superpowers at once — start with one, then add.
- ⚠ Students who accept V1. Push back every time.
"Never accept version one. Ever."
AI Partnership Method™
Goal: Students leave feeling like they have a partner, not a tool.
Ask: 'What did all four lessons have in common?' Wait. Let someone say the word 'partnership' first.
- • Each student brings a real problem — work, family, money, school.
- • They run the full loop: ramble → organize → prompt → critique → V2.
- • They share the V2 with the room. One sentence on what changed.
- ⚠ Students treating it as one big prompt. It's a loop.
- ⚠ Students stopping at V2. The loop continues at home.
"Don't get better at talking to AI. Get better at thinking with AI."
Don't teach what you haven't lived.
Run the Foundation Layer end-to-end as a student before you teach it. The mentor voice you'll use in class is the voice you hear in the modules.
Open the Foundation Layer