For professors, teachers and school counselors
A free lesson on AI and the job they want.
In 50 minutes, each student looks at one job task by task, then writes a plan they can start this week.
For college classes and for high school students 16 and up with a parent's OK. Free, no accounts, nothing to install.
The 50 minutes
Students need a phone or laptop. Pairs work well too.
- 5 min
Guess first
Each student picks a job they want and writes two lines: what AI will change in it, and what it won't.
- 15 min
Run Pathcast
Students open pathcast.ai and make a plan for that job. Students already working can use their own job. No sign-up, and their answers stay in their browser.
- 10 min
Compare
Hold the guess up against the report. What matched? What surprised them? Which tasks stay with people, and why?
- 15 min
Write the plan
Each student picks Plan A or Plan B and writes their first two weeks in their own words, with one step they'll do this week.
- 5 min
Share one thing
Three or four students share one surprise and one step. End with a date to check in.
Discussion questions
- Which task in your job surprised you most, and why does it hold up or move?
- The report says work holds when someone has to check it, know the context or answer for it. Where do you see that in your job?
- What would you need to learn to be the person who checks AI's work?
- Read the report's hard truth. Do you agree? What evidence would change your mind?
- Plan A or Plan B: which fits you better right now, and what would make you switch?
The assignment
A one-page plan, due in a week.
- The job, and their guess before the report.
- Two tasks that hold up and one that is moving, with the reason for each.
- Their pick of Plan A or Plan B, and why.
- The first two weeks, in their own words.
- One step they already took, and what happened.
Rubric
Out of 12. Grade the thinking, not the job they picked.
| Part | Strong (3) | Getting there (2) | Just started (1) |
|---|---|---|---|
| Reading the report | Names tasks that hold and move, with the report's reason for each. | Names the tasks, reasons are thin. | Repeats the headline only. |
| Guess against report | Says what changed in their thinking and why. | Notes a difference without explaining it. | No comparison. |
| The plan | Concrete weekly steps that fit their life. | Steps are there but general. | Copied from the report. |
| First step | Did it and reflects on what happened. | Did it, little reflection. | Not done yet. |
For high school
Same lesson, two changes.
- Students under 16 can read the public role pages instead of making a plan. They need no sign-up or input. Find a role.
- Start from your next step after high school, and send families the page for parents.
More for your class
- Data on 120 jobs for a data or economics class, free to reuse.
- Guides on first jobs, majors, trades and new AI roles.
- How we score a job, for a class that wants to question the method.
Using this lesson? Tell us how it went at [email protected].