Decidi for teachers
Catch the error and the confusion before it reaches the class.
Have the accuracy, the clarity and the inclusivity of your materials checked before you teach them — so what reaches students is correct, clear and fair.
- Fact-check the lesson content so a confident wrong answer doesn’t get taught to thirty students.
- Pressure-test the explanation for the point where a struggling student gets lost.
- Surface the example that confuses, the analogy that misleads, the step you skipped.
- Stress-test an assessment for ambiguity and for whether it measures what you intend.
- Check materials for bias, accessibility and the student left out by an assumption.
- Get a "student’s-eye" read so you see the lesson from the desk, not the front of the room.
- Content accuracy — the fact that must be right
- The explanation — where a struggling student loses the thread
- Examples and analogies that mislead
- Assessment clarity and what it actually measures
- Accessibility, bias and inclusion in the material
- The lesson from the student’s point of view
Say you are redesigning a six-week unit that half the class failed last year. You suspect the problem lives in week two — the abstraction jump — but the honest truth is the unit was built from the textbook’s order, not from how students actually learn the concept.
The Subject Expert checks the conceptual sequence for the prerequisite gap the textbook glosses — usually the real cause of a week-two collapse — while the End-User Advocate sits in the seat of the student who failed: what did the abstraction jump feel like from the back row, and what worked example was missing? The Accessibility Advocate reviews the unit for the learners the average lesson plan forgets, and the Health-Literacy Explainer plain-languages the materials without dumbing down the content. The Devil’s Advocate challenges the redesign’s comfortable assumption — that the problem is the material rather than the assessment. You get a re-sequenced unit with retrieval practice built in, the scaffold for the hard week, and the cut list of content that served coverage rather than learning.
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