The Deed, one-page instructions for teachers (pilot)

One-page teacher instructions: how The Deed, a real off-screen action, works in the pilot units and why it closes a gap a machine cannot fill.

What: In three units (07 sports, 11 practice, 18 society), the human anchor now begins with a real-world action off-screen before the student writes. This is a pilot; if it proves successful, the format will be expanded to more units.

Why: The course teaches practice debt (see Step 2, §4): letting the machine do your practice is a loan that accrues interest. If the anchor itself is "choose and write about", the student can complete it by prompting a machine, which contradicts what the course teaches. The deed closes that gap: a machine cannot perform an off-screen action for you.

Your workload should be low. The deed takes the student 20–30 minutes and is done in one week. You do not need to organize trips, provide materials, or verify anything. Each unit offers 2–3 paths (physical / social / observation) and one "floor" path that involves neither cost nor travel, so every student has a viable path, even in distance learning or difficult circumstances.

Do not build surveillance. Some will make up the deed. Do not try to prove it; demanding photos or witnesses destroys the very trust and reflection that the deed cultivates. Instead, the anchor asks for sensory details (what was surprising, what offered resistance) which are easy to provide if the student did the deed and tedious to make up. The student is told directly: faking the deed is taking on practice debt, the anchor becomes hollow, and they are the ones who lose. That is enough.

Do not grade the reflection. You assess whether a human voice and the student's own judgment stand against algorithmic output later, not whether the text is perfect or whether the deed was "correct".

What needs a machine and what does not. This is the first question in the classroom, and the answer is shorter than most people expect.

The exercise needs no access to AI. The response the student critiques is prepared in advance; the student is not talking to a machine but reading an output the whole class analyses. One device therefore serves two students, and the claims are present on the page itself even with JavaScript disabled, so a blank exercise prints as a usable worksheet.

A free account is enough, and no task requires personal data. Two barriers teachers ask about do not exist here. No step requires a paid subscription or an institutional license; free access to any general chat language model is enough. And no task requires a student to put personal data into a machine. Where personal material is the obvious route, an alternative is written into the material itself: the prompt template in project 01 says "digital footprint [mine / X]", and module 16 asks for "data from a smartwatch or the student's own description". A student who prefers not to use their own data can complete every project in full.

What is not negotiable is stated in project 01: students may investigate themselves or a known public figure, never classmates, teachers or other private individuals.

Step 1 should happen without a machine, and the material says so: "This step does not begin at the keyboard." In class the simplest approach is to hand it out on paper or have laptops set to airplane mode. A student who does not write by hand may use a device, but then the screen holds the student's own document and nothing else.

Safety: no unit asks a student to talk to a stranger. Always "someone who does X": a grandparent, coach, neighbor, someone in the group.

The Three Units

The workbook (optional) is a natural place for the student's notes and reflection: see verkbokin/FYRIR-KENNARA.md.