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Anthropic/Claude Tools

1
  • How To Prompt A New Skill For Claude

Phase 3: Scale & Automate Your Campus

4
  • YouTube Newsletter Notification App AI Business Uses
  • Rethinking a education business in the ai age.
  • FRAMEWORK: T.A.C. – Teach, Apply, Coach
  • 100 Vibe Coding Ideas For Online Course Creators

Phase 2: Launch Your First Cohort

10
  • VIBE Course Creation Prompt
  • Real Life Situations and Scenarios
  • Perplexity Research Course Finished Response
  • Generic Master Course Prompt
  • DeepResearch Course Finished Report
  • Deep Research Course Task Request
  • Create Authentic Course Content
  • Create A Course With 3 Prompts
  • Course Research and Braining Storming Prompts
  • Convert Transcripts Into Course Content ChatGPT o1

Teaching Online with AI — FAQ

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?

Campus Setup

1
  • How to Set Up Your First Study Hall

OpenAI/ChatGPT Tools

3
  • OpenAI ChatGPT Atlas Browser Hacks For YouTube
  • How Edupreneurs and Small Business Can Compete With Apps In ChatGPT
  • How ChatGPT and Apps In ChatGPT Will Change Learning

AI Automation & Workflows

8
  • FRAMEWORK: (SPARK) Turn Video Courses Into Mini-Apps
  • FRAMEWORK: (SOWHAT) How To Weed Out AI Tools
  • Claude MCP Integration with TrainingSites
  • Claude Connectors – MCP for regular people!
  • ChatGPT Tasks – AI Agents That Create Content From Your YouTube Videos
  • AI Engine ChatBot Prompt
  • AI Agents Task Lists
  • 100 Concrete AI Agent Ideas for Course Creators & Educators

Getting Started

2
  • Dashboard Quickstart
  • CAMPUS TOUR

Phase 1: Build Your Community Library

3
  • TS YouTube Title and Thumbnail Formula
  • TrainingSites Client Questions
  • TrainingSites Brand Details

Case Studies & Examples

7
  • Pickleball APP Onboarding
  • MyPickleball Friends Keywords
  • My Pickleball Friends Basics
  • MPF Topical Authority Map
  • MPF Facebook Intro Snippets
  • Marketing Strategy
  • Marketing Email & Copy

Campus Technical Setup

57
  • Your Campus Communication Dashboard: FluentCRM Overview
  • Understanding Individual Campus Member Profiles
  • Understanding Campus Member Messages in TrainingSites
  • Understanding Activity Feeds: The Heart of Your Study Hall
  • TutorLMS Integration – Connecting Campus Communications with TutorLMS
  • TrainingSites Campus Global Settings Overview
  • Teaching Study Hall Privacy: Public, Private, and Secret Settings
  • Teaching Study Hall Member Management: Roles, Invitations, and Access Control
  • Teaching Members to Join Learning Paths: Participation Management
  • Study Hall Post Sorting Options: Helping Members Find What Matters
  • Study Hall Navigation Links: Organizing Your Campus Experience
  • Study Hall Membership Invitations: Growing Your Community Strategically
  • Study Hall Document Library: Organizing and Sharing Resources
  • Setting Up Your First Campus Communication (Bulk Message Campaign)
  • Providing Downloadable Resources in Lessons: File Management
  • Primary Workflow Triggers for Campus Automation
  • Personalizing Campus Messages with Smart Codes
  • Personalizing Campus Communications with Merge Tags
  • Managing Your Campus Members: The Contacts Dashboard
  • Managing Your Campus Member Database
  • LMS Triggers for Student Journey Workflows
  • LMS Actions for Course Automation
  • LifterLMS Integration – Connecting Campus Communications with LifterLMS
  • Learning Path Privacy Settings: Teaching Members Access Control
  • LearnDash Integration – Connecting Campus Communications with LearnDash
  • Introduction to Student Journey Workflows
  • Introduction to Campus Automation: Teaching That Happens While You Sleep
  • Import Campus Members into Your TrainingSites Campus
  • How to Set Up a Study Hall for Your Campus Members
  • How to Segment Your Campus Members with Lists, Tags, and Dynamic Segments
  • How to Install and Activate FluentCRM for Your Campus
  • How to Add and Manage Campus Members in FluentCRM
  • Handling Comments and Reactions: Building Conversations in Study Halls
  • Guide Your Members: How to Set Up Their First Study Hall
  • Editing and Deleting Study Halls: A Complete Management Guide
  • Creating Student Journey Workflows and Using the Editor
  • Creating Reusable Message Templates for Your Campus
  • Creating Knowledge Assessments: Teaching Members to Build Quizzes
  • Creating Custom Member Data Fields in Your Campus
  • Creating Campus Enrollment Forms with Fluent Forms
  • Creating and Managing Posts: The Foundation of Study Hall Engagement
  • Creating and Managing Polls: Drive Quick Engagement in Study Halls
  • Creating and Managing Learning Paths in Your Campus
  • Composing Campus Member Messages in TrainingSites
  • Campus Member Statuses – Managing Active and Inactive Members
  • Campus Member Segments – General & Dynamic Targeting
  • Campus Communication Templates – Reusable Message Designs
  • Campus Communication Campaigns – Broadcasting to Members
  • Campus Communication Actions in Student Journey Workflows
  • Campus Automation Triggers: When Your Teaching Automations Start
  • Building and Editing Campus Automations
  • Advanced Member Filtering: Finding Exactly the Right Students
  • Advanced Filter – Finding Specific Campus Members
  • Adding Resource Links to Learning Paths: Navigation Enhancement
  • Adding Custom Links to Study Halls: Connect External Resources
  • Activity Feed Views: Teaching Members to Navigate and Engage
  • Abandoned Cart Recovery for Course Sales

Content Creation & Marketing

4
  • YouTube Thumbnail Strategies
  • YouTube Shorts Basics
  • Text For Video Titles and Scripts
  • Default YouTube Settings

Prompt Library & Frameworks

53
  • 🧠 Prompt Like a Boss: Expanded Vocal Prompting Cheat Sheet
  • YouTube Video Template
  • YouTube Transcript Formatter – To Support Video
  • YouTube Transcript Formatter
  • YouTube Title and Thumbnail Special Instructions
  • TEACH Framework: With Examples
  • TEACH Framework: Basics
  • Social Media Creation Prompts
  • Sales Page Prompt Generator for Free Member Offers
  • Sales Copy Prompts
  • Prompts To Create Your Personal Teaching Style and Video Profile
  • Prompts To Create Your Default Context Profile
  • Perfect Course Audience Prompt
  • OpenAI Image Generation Tips
  • My Course Syllabus Prompting System
  • Mini-Course Transcript Converter
  • Master Lesson Text Prompt
  • How To Use A Prompt that Creates The Best Prompt
  • Glasp.co YouTube Summary Prompts
  • Getting Started Intro Lesson Text Prompts
  • Generic YouTube Prompts
  • General Prompts
  • General Blogging Prompts
  • Gemini 2.5 Pro Title & Text Generator – Market Specific
  • GEAR Prompt Template Library
  • GEAR Phrases
  • GEAR Framework with ACR Integration
  • GEAR Framework Checklist
  • GEAR Framework Applications for Side Hustle Tasks
  • From Youtube Videos
  • FRAME: Turn ANY Topic Into A Framework
  • Create A MindMap File Prompt
  • Course Research to MindMap Prompts
  • Converty Competitors Youtube Videos Into MindMaps
  • Convert YouTube to Blog
  • Conversational Clean Up Prompts
  • Conversational AI Use Cases
  • Content or Topic Authority Map
  • Community Building Prompts
  • Client Profile Prompts
  • ChatGPT Prompt Styles: Definitions and Examples
  • AI Prompts For Youtube and Course Videos
  • AI Prompts – Getting Started
  • AI Powered Self Assessments – Gemini
  • AI Powered Self Assessments – Claude
  • AI Powered Self Assessments – ChatGPT
  • 5 Weird Conversational Prompts To Use
  • 5 AI Prompts for Simplifying Course Content
  • 20 Prompts To Create Content For YouTube Videos
  • 20 Online Course Creation Prompts with Simple and Complex Examples
  • 15 Advanced Business Conversations
  • 10 Ways To Use Gemini 2.5 Pro with Multimodal Inputs
  • 10 General Purpose Marketing Task Prompts

S1: Getting Started with AI as an Educator

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?
View Categories
  • Home
  • Document Library
  • Prompt Library & Frameworks
  • FRAME: Turn ANY Topic Into A Framework

FRAME: Turn ANY Topic Into A Framework

James Maduk
Updated on October 8, 2025

Master Prompt:

Copy and paste the following prompts into ChatGPT/Claude/Gemini. Replacing tthe ‘USER’ section with one of the following 4 examples below the code.

SYSTEM: 

You are a learning-design coach.

Your job: turn any topic into a clear 4-to-6-step FRAMEWORK that guarantees one outcome.

Use Grade-8 language. Output in markdown.

USER:

TOPIC: {replace with one sentence}

AUDIENCE: {who it’s for}

OUTCOME (finish line): {one bragging-rights result}

------------------------------

Give me:

1. The framework name (catchy)

2. 4-6 pillars in order (verb + short label)

3. 2-sentence “why” for each pillar

4. 1 action task + 1 self-check question per pillar

5. A 25-word elevator pitch that sells mentoring on this framework

Try these 4 examples

#Copy-this-one-liner into TOPIC / AUDIENCE / OUTCOMEYou will see (abridged)
1TOPIC: Helping busy parents exercise at homeAUDIENCE: Parents with 2+ kids and little free timeOUTCOME: Do a 20-minute kettlebell routine 3× a weekFramework: P.A.R.E.N.T Fit (Prep → Activate → …)Action task: “Find a 20-lb weight & set a 7 a.m. alarm.”
2TOPIC: Managing cash flow for freelancersAUDIENCE: Solo graphic designersOUTCOME: Always have 3 months of expenses savedFramework: 3-Bucket Money Map (Track → Trim → Top-Up → …)
3TOPIC: Teaching energy conversion in physics classAUDIENCE: Grade-10 studentsOUTCOME: Explain kinetic–potential swaps using a roller-coaster modelFramework: R.I.D.E. (Raise → Identify → Drop → Evaluate)
4TOPIC: Preparing homeowners to sell without stressAUDIENCE: First-time home-sellersOUTCOME: List a house in 30 days with zero last-minute fixesFramework: S.A.L.E. Plan (Sort → Assess → List-ready → Engage buyers)

Eg. Result – Prompt Example For This Tutorial:

I used the master prompt and applied it to this tutorial>

F.R.A.M.E. – Five moves to pivot from content-heavy courses to outcome-driven frameworks


“F”: Pillar 1 – Focus on the Finish Line

Why it matters
Creators lose learners when the end‐goal is fuzzy; a single, vivid outcome keeps attention.

Action task
Write one sentence that finishes the phrase: “By the end, students can _____.” Keep it ≤ 15 words.

Self-check question
Would a stranger know exactly what the learner can do (not just “understand”)?

Story hook
“How Judy cut a 10-hour Canva course to a ‘Design one brand graphic’ outcome and tripled sign-ups.”


“R”: Pillar 2 – Reverse-Map the Milestones

Why it matters
Working backward from the finish prevents bloated lesson lists and makes AI chunking easier.

Action task
List 4-6 verbs that must happen in order to reach the outcome; number them 1-6.

Self-check question
Could a learner tackle step 3 without first finishing step 2? If yes, reorder.

Story hook
“The GPS analogy: no one starts directions with Turn #14.”


“A”: Pillar 3 – Anchor Each Step with an Action & Checkpoint

Why it matters
Tasks turn videos into transformation; checkpoints create accountability you can monetize.

Action task
For every verb, add one 15-minute assignment and a proof-of-work upload (screenshot, link, reflection).

Self-check question
Can the learner finish the task with zero extra theory? If not, simplify.

Story hook
“Why Mike’s 3-minute ‘Send the test email now’ task rescued a 20 % drop-off lesson.”


“M”: Pillar 4 – Make it Memorable with a Hook

Why it matters
A name, acronym, or visual locks the framework into memory and forms defensible IP.

Action task
Turn your verb list into an acronym, rhyme, or shape (pyramid, cycle, ladder). Sketch it on one slide.

Self-check question
Could a past student recall all steps from memory a week later?

Story hook
“How the ‘C.H.O.A.T.’ email acronym became a $1 k cohort before any videos were filmed.”


“E”: Pillar 5 – Extend with Guided Support & AI Assistants

Why it matters
Your coaching (not the footage) is the premium offer; AI handles the grunt work so you scale.

Action task
Choose two touch-points where most students stall. Schedule live office hours or embed a GPT bot that answers only those steps.

Self-check question
If 100 students joined tomorrow, could the AI layer handle 80 % of routine questions?

Story hook
“Lisa added a CustomGPT checkpoint bot and doubled her mentoring capacity without a minute more screen time.”


25-Word Elevator Pitch

“Stop drowning learners in hours of video. The F.R.A.M.E. Shift™ maps five clear moves, hands you AI tools, and gets students finishing — fast, focused, unforgettable.”

How I Could Use this Framework

F.R.A.M.E. Shift™ is the skeletal framework you can put your flag on.

I can think of this as Version 1.0 of my proprietary method for persuading traditional course creators to pivot from “content factories” to outcome-driven frameworks.

What to do next

StepActionPurpose
1. Personalise the labelsIf “F.R.A.M.E.” feels off-brand, rename a pillar or tweak the acronym. (E.g., swap M for “Make Memorable” → “F.R.A.M.E.D.”)Locks the method to your voice.
2. Plug in your own storiesReplace the sample Judy/Mike/Lisa anecdotes with real wins from your community or your past projects.Makes the pillars tangible and unique.
3. Flesh out tasks & checkpointsDraft the actual worksheets, reflection prompts, or upload fields that correspond to each pillar.Converts the map into a teachable product.
4. Pilot in a live sessionRun a 60-minute workshop where attendees fill in each pillar in real time. Record Q&A.Validates clarity and surfaces FAQs you’ll need in the self-paced version.
5. Layer AI assistants• Use ChatGPT to draft pillar summaries.
• Spin up a small CustomGPT to answer checkpoint questions 24/7.
Demonstrates the “practice what you preach” AI leverage.
6. Package the assets• Slide deck with the diagram.
• PDF cheat-sheet.
• Mini-course or cohort outline.
Gives you a free lead magnet and a paid upsell path.

My Positioning copy

“The F.R.A.M.E. Shift™ Method shows instructors how to Focus on an outcome, Reverse-map the milestones, Anchor every step with an action, Make the map memorable, and Extend results with live or AI support. Instead of drowning students in hours of video, you’ll guide them through five crystal-clear moves that stick—and scale.”

How could use it in my content ecosystem

  • YouTube – “5-Minute F.R.A.M.E. Audit: Can Your Course Survive AI?”
  • Newsletter – Weekly spotlight: one case story per pillar.
  • Workshop – “Framework in a Day” sprint where creators leave with a draft map.
  • High-ticket – 4-week mentored program applying the framework to their flagship course.
chatgpt, claude-ai, framework, frameworks, gemini, intermediate, Prompt, prompts, Template
From Youtube VideosCreate A MindMap File Prompt
Table of Contents
  • Master Prompt:
    • Try these 4 examples
    • Eg. Result - Prompt Example For This Tutorial:
      • "F": Pillar 1 – Focus on the Finish Line
      • "R": Pillar 2 – Reverse-Map the Milestones
      • "A": Pillar 3 – Anchor Each Step with an Action & Checkpoint
      • "M": Pillar 4 – Make it Memorable with a Hook
      • "E": Pillar 5 – Extend with Guided Support & AI Assistants
    • 25-Word Elevator Pitch
    • How I Could Use this Framework
      • What to do next
      • My Positioning copy
      • How could use it in my content ecosystem

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