Generate custom interactive HTML lessons for students
AI won't replace teachers - instead, "vibe teaching" will give leverage so that educators can have more fun. Task: AI won't replace teachers - instead, "vibe teaching" will give leverage so that educators can have more fun Consider the rise of robot-assisted surgery. In recent years, robotic assisted surgery has offered levels of precision and control previously beyond reach. Newer AI systems have taken it to the next level, offering even more autonomy and support, resulting in better outcomes in the operating room. So, are surgeons being replaced? No, the majority of surgeons see AI as a positive development and are excited about its potential to improve care. Thanks for reading Base Classes! Subscribe for free to receive new posts and support my work. We have not yet seen many robot teachers, but we do see that the majority of teachers say they are using AI. However much of that use is still in one-off, question-and-answer format. The most popular use cases include lesson planning, generating assessments, and adapting materials. But most of the time, the teacher prompts an LLM, and then copy/pastes the results into a doc or slides and moves on. The AI isn’t that actively involved in the teaching itself, most of the time - yet. In other industries, we are starting to see emergence of much more powerful agents, which can take actions in a loop on behalf of the user. Instead of needing to glue together each step of a workflow. We are starting to see more advanced agents that can take on bigger chunks of work, check the outputs, and then iterate to continue. Some mainstream use cases include email assistants, research tools, sales agents, and automated customer service agents. We have yet to see this type of autonomous agents in use at large scale in education, but they are coming. Dan Carroll, founder of Clever, said recently I think 2026 is the year that we see AG Agentic AI make its way into schools. What will this mean for teachers? Some are worried that AI will replace or disempower teachers. But I think we can learn from the experience of software developers. I want to share my own experience using a coding agent. Claude Code is the first ubiquitous agent I have grown to love using Claude Code over the last year. I don’t mean just Claude, which is the LLM offered by Anthropic, but specifically Claude Code. It’s a tool that’s used by developers to automate huge portions of the software engineering workflow. Claude Code was released just a little over a year ago, but in 2025 it has rapidly became the dominant coding agent for experienced and junior engineers alike. Andrej Karpathy reinforced how transformative this new tool is: Claude Code (CC) emerged as the first convincing demonstration of what an LLM Agent looks like - something that in a loopy way strings together tool use and reasoning for extended problem solving. … It’s not just a website you go to like Google, it’s a little spirit/ghost that “lives” on your computer. This is a new, distinct paradigm of interaction with an AI. Claude Code does more than just answer questions. Instead, it can write code, run it, check if it works, and then iterate to make additional improvements, all in a loop and mostly on its own (albeit, with a strong permissions framework). Instead of making suggestions to the user to take actions, the AI agent itself can take those actions (with permission) to automate more of the process. I have personally had a lot of fun playing with Claude Code. In this year, I have already written more code in 2025 than I had in the three prior years combined. When I use a chatbot, it feels like I’m talking to an experienced advisor who can give me pointers and advice. But with an AI agent, it feels more like I have a partner who I can delegate tasks to. I still need to supervise the agent, make sure I’m asking the right questions and that its output is sane, but it’s much more empowering. Here’s one example of how the agent is more helpful than just question-and-answer. I had a recent problem where a build was failing on my machine. I just told Claude Code to make it work: Claude Code didn’t just offer a suggestion. Instead it actually tried to build it, then worked on the problem. It ran the build, saw that it was failing, then tried to fix it a few times. Each time, it tried to rebuild, until it finally figured out the full set of errors - and reported that it was successful:; tools: Claude Code. Human role: The original post does not say how a person stayed involved.; limitations: Requires proficiency in prompting and basic understanding of HTML structure to verify outputs. The agent operates with a permissions framework; human review is mandatory to ensure pedagogical soundness and factual accuracy. Integration with existing LMS platforms may require manual file uploads..
Tools
Published on Agent Work Atlas:
Overview
AI won't replace teachers - instead, "vibe teaching" will give leverage so that educators can have more fun
Workflow
AI won't replace teachers - instead, "vibe teaching" will give leverage so that educators can have more fun Consider the rise of robot-assisted surgery. In recent years, robotic assisted surgery has offered levels of precision and control previously beyond reach. Newer AI systems have taken it to the next level, offering even more autonomy and support, resulting in better outcomes in the operating room. So, are surgeons being replaced? No, the majority of surgeons see AI as a positive development and are excited about its potential to improve care. Thanks for reading Base Classes! Subscribe for free to receive new posts and support my work. We have not yet seen many robot teachers, but we do see that the majority of teachers say they are using AI. However much of that use is still in one-off, question-and-answer format. The most popular use cases include lesson planning, generating assessments, and adapting materials. But most of the time, the teacher prompts an LLM, and then copy/pastes the results into a doc or slides and moves on. The AI isn’t that actively involved in the teaching itself, most of the time - yet. In other industries, we are starting to see emergence of much more powerful agents, which can take actions in a loop on behalf of the user. Instead of needing to glue together each step of a workflow. We are starting to see more advanced agents that can take on bigger chunks of work, check the outputs, and then iterate to continue. Some mainstream use cases include email assistants, research tools, sales agents, and automated customer service agents. We have yet to see this type of autonomous agents in use at large scale in education, but they are coming. Dan Carroll, founder of Clever, said recently I think 2026 is the year that we see AG Agentic AI make its way into schools. What will this mean for teachers? Some are worried that AI will replace or disempower teachers. But I think we can learn from the experience of software developers. I want to share my own experience using a coding agent. Claude Code is the first ubiquitous agent I have grown to love using Claude Code over the last year. I don’t mean just Claude, which is the LLM offered by Anthropic, but specifically Claude Code. It’s a tool that’s used by developers to automate huge portions of the software engineering workflow. Claude Code was released just a little over a year ago, but in 2025 it has rapidly became the dominant coding agent for experienced and junior engineers alike. Andrej Karpathy reinforced how transformative this new tool is: Claude Code (CC) emerged as the first convincing demonstration of what an LLM Agent looks like - something that in a loopy way strings together tool use and reasoning for extended problem solving. … It’s not just a website you go to like Google, it’s a little spirit/ghost that “lives” on your computer. This is a new, distinct paradigm of interaction with an AI. Claude Code does more than just answer questions. Instead, it can write code, run it, check if it works, and then iterate to make additional improvements, all in a loop and mostly on its own (albeit, with a strong permissions framework). Instead of making suggestions to the user to take actions, the AI agent itself can take those actions (with permission) to automate more of the process. I have personally had a lot of fun playing with Claude Code. In this year, I have already written more code in 2025 than I had in the three prior years combined. When I use a chatbot, it feels like I’m talking to an experienced advisor who can give me pointers and advice. But with an AI agent, it feels more like I have a partner who I can delegate tasks to. I still need to supervise the agent, make sure I’m asking the right questions and that its output is sane, but it’s much more empowering. Here’s one example of how the agent is more helpful than just question-and-answer. I had a recent problem where a build was failing on my machine. I just told Claude Code to make it work: Claude Code didn’t just offer a suggestion. Instead it actually tried to build it, then worked on the problem. It ran the build, saw that it was failing, then tried to fix it a few times. Each time, it tried to rebuild, until it finally figured out the full set of errors - and reported that it was successful:
Reported result
The source cites a Reddit user who reported saving hours previously spent on manual worksheet and PPT creation by using Claude Code to generate complete interactive HTML lessons. No specific quantitative metrics for time savings or student outcomes are provided for this exact workflow in the text.
Human role
The original post does not say how a person stayed involved.
Limitations
Requires proficiency in prompting and basic understanding of HTML structure to verify outputs. The agent operates with a permissions framework; human review is mandatory to ensure pedagogical soundness and factual accuracy. Integration with existing LMS platforms may require manual file uploads.
Try it
Act as an educational content developer. I will provide a reading passage, target grade level, vocabulary list, and specific comprehension goals. Use Claude Code to generate a single, self-contained interactive HTML file that includes flip cards for vocabulary, multiple-choice questions, and text-entry fields for short answers. The file must run in any browser without external dependencies. First, create a small sample lesson for one paragraph. Show me the code and a screenshot of the rendered HTML. Wait for my confirmation that the logic and content are correct before generating the full lesson. If errors occur, iterate until the HTML renders correctly. Do not publish or share the file until I approve the final version.
Source reports are not independently verified. Publication date is the catalog publication date, not the original article date.