For classroom teachers, university faculty, and online instructors
You are working harder
than your students.Let's flip that.
Teach Forward runs your class in short cycles. Students take more ownership, progress stays visible, and you catch what isn't working while you can still fix it.
No new technology. No new curriculum. Same subject, different weekly rhythm. No extra planning time either, the check-in replaces time you're already spending re-explaining.
"It felt like a weight off my shoulders." Michele, five stars
- 56 lessons
- 9 hours
- 6 quizzes
- 3 assignments
- 4 downloads
- full access
- 60 day guarantee
The Monday feeling
Does any of this sound familiar?
You prepare for hours and still lose the room.
The plan was good. Then half the class drifted, three students asked what page you were on, and you spent more time managing behaviour than teaching.
You are repeating yourself into exhaustion.
Same explanation, same resistance, same tired feeling on Thursday afternoon. You used to enjoy this.
Online and hybrid feel like talking to a wall.
Cameras off, chat silent. You finish a session with no real idea who understood anything.
Group work quietly falls apart.
Two students do everything, the rest coast, and you only find out when the project is due.
None of that means you are teaching badly. It means every problem in the room reaches you too late, and every fix has to come from you.
Monday, reworked
Here is what changes on Monday
You explain. Students listen. You assign work. Three weeks later you grade it and find out what went wrong. Everything arrives too late to act on.
One clear goal. Small teams on visible tasks. Every lesson opens with a five minute check-in: what we did, what's next, what's stuck. Problems surface in week one instead of week three, so you adjust while it still matters.
Short cycles, visible work, early feedback, small corrections. This is not extra work stacked on top of what you already do. It replaces planning and grading time you're already spending, just organised differently.
To Learn
Learning
Learned
- Small teams pick an ecosystem to research. They choose, so they care.
- Every lesson opens with the five minute check-in: learned, next, stuck.
- The board makes progress visible to the class and to you, at a glance.
- Teams present their findings and spend ten minutes on what they'd do differently.
Same curriculum. Same 45 minutes. A completely different level of ownership.
140,000+ students so far. See what four of them said.
Why now
Teaching changed when AI arrived
If a student can produce the finished essay in seconds, asking for the finished essay tells you almost nothing about what they learned. Banning it, policing it, or giving up on written work don't hold for long.
The alternative is to make the process visible instead of only the product, and that is exactly what short cycles make possible. A check-in on Tuesday and a reflection on Friday let you watch the thinking happen. You can see who is stuck, who is coasting, and who understood it three days ago.
Module 5 tackles this directly: how to rewrite what "finished" means for an assignment so it asks for evidence of learning, not just evidence of a finished product.
In plain language
What Teach Forward actually is
Teach Forward borrows how experienced software teams handle complex work. Break the work into short cycles, make progress visible, check in often, adjust as you go. That approach is called Scrum, and this course adapts it for classrooms, lecture halls, and online courses.
You do not need to know anything about Agile or Scrum before you start. No corporate vocabulary, no turning your classroom into a software project. Where a piece of it does not fit a school, the course says so and shows you what to use instead.
What it is not
- Not a technology course. You need paper, a wall, and ten minutes.
- Not a demand that you throw away your curriculum. Your content stays, the way the week runs changes.
- Not a classroom management programme, although discipline problems usually shrink once students have real work and a real say.
- Not theory. Every module ends with something you can use in your next lesson.
The teaching method behind it
Four levels, not four tips
Most professional development hands you a technique and stops there. You come back energised, use it twice, it does not fit your class, and you drop it. The technique was never the problem. You were given the "what" without the rest.
Tactics. What to do.
The concrete moves. How to run a five minute check-in, how to set up a board, how to split a unit into short cycles. Usable the next day.
Strategy. When to use them, and when not to.
A check-in in the first week of a new class does something different from a check-in in April. Timing is what stops a good technique from failing at the wrong moment.
Principles. Why any of it works.
How attention and memory behave. Why visible progress motivates. Why people defend decisions they helped make. Understand the mechanism and you can build your own tactics for situations this course never covered.
Essence. Making it your own.
The last step is where you stop running someone else's system and start running yours: reading your own class, changing one thing, watching what happens, keeping what works.
The 5 modules
What you will learn to do
Every module is the same idea applied at a different scale: shorter cycles, visible work, earlier feedback. None of it requires swapping out what you already teach.
Module 1 The Starting Point
How memory and attention actually work, so your lesson design stops fighting your students' brains. Communication guidelines that change how students respond to you, with worked classroom examples. Where creative ideas come from and how to make room for them.
You leave with: a clear explanation of why some of your lessons stick and others evaporate.
Module 2 Flexibility Without Chaos
The core rhythm. How to run short cycles inside a curriculum you are not allowed to change. How to use frequent low stakes check-ins to catch confusion early. Includes a full case study of a university anatomy class taught by lecture, textbook, and final exam, and what changes when the professor introduces short cycles and student input.
You leave with: a weekly structure you can run inside your existing syllabus.
Module 3 Craft Engaging Curriculums
How to plan a unit as a sequence of short cycles with clear learning goals instead of one long march to a test. How to define student roles so ownership is specific rather than vague. A complete curriculum development case study you work through yourself.
You leave with: one unit of your own, replanned.
Module 4 Project Based Learning That Works
Why most classroom projects collapse, and the ingredients that prevent it. How to break a project into stages with visible checkpoints so nobody disappears for three weeks, plus a worked example of an ambitious cross subject project run with a class of ten year olds.
You leave with: a project plan that survives contact with real students.
Module 5 Foster a Thriving Community
Student roles and how to rotate them fairly. Fitting planning, check-ins, review and reflection into 45 minute periods that meet twice a week, with the real arithmetic of what that costs you. Rewriting what "finished" means for an assignment in the age of AI. Classroom leadership that does not run on your personal energy.
You leave with: a class that keeps its structure when you are not driving every minute of it.
Fit check
Who this is for
This is for you if
- Your students are passive and you want them doing more of the thinking.
- You want to try project based learning without losing control of the class.
- Your curriculum is fixed and you need flexibility inside it, not instead of it.
- You teach online or hybrid and participation is the hardest part.
- AI has made you rethink how you set and mark work.
Probably not for you if
- You want a certification for a job in software. This is a teaching course.
- You want a ready made lesson plan library. This gives you a system, you supply the subject knowledge.
- You have zero control over classroom activities. A fixed curriculum is fine, this is built for that.
Why an IT executive teaches teachers
Dejan Majkic
MSc in Computer Science. Chief Information Officer at the Tax Administration of Republika Srpska. Certified Agile trainer. 140,000+ students across 35+ online courses, mostly learning Agile and Scrum.
Software teams spent decades solving one problem: how do you make progress on complicated work when the requirements keep changing, the people keep changing, and the plan you wrote in September is wrong by October? They arrived at short cycles, visible work, frequent feedback, and shared ownership.
Teachers face the same problem with different names. The plan meets 28 real students and stops being the plan. This course hands over the part that transfers, translated into classroom language, with the parts that do not transfer clearly marked.
See it before you buy
Check it before you buy
Five full lectures are free, no email required:
- Teach Forward: The New Game
- The Future of Education and Evolving Skills
- Why Do People Go to College?
- Five Urgent Challenges in Conventional Education
- Four Ways Collaborative Structures Change Education
Ten minutes will tell you whether the style suits you, and it costs you nothing.
140,000+ students across 35+ courses. 20 years in the field. A 60 day refund, no questions asked.
From teachers using it
What people are saying
A great way to reflect on how you think about how to set up and manage your classroom!
Gareth
Information is clear and has good examples. It felt like a weight off my shoulders when I finally had a lesson ready to go without spending my whole Sunday night piecing it together, and I actually got to sit down and watch a movie with my family for once instead of grading papers at the kitchen table.
Michele
Yes, I like this course very much, so much passion you've put into it. Learned a lot. The moment that really got me was when my quietest, most struggling student raised his hand and explained the answer better than half the class, and I knew right then this wasn't just fancy busywork. It actually worked for the kids who usually slip through the cracks. Thanks Dejan.
Nandini
Not just good, but an amazing experience it was for me. Honestly the biggest relief was when I realized I could actually walk around and help the kids who needed me most, instead of standing at the front yelling over everyone, and the class just... kept working, like they actually knew what to do without me holding their hand every second.
Mansika
The offer
Everything you get
One payment, no subscription, no per-student license. Less than the cost of redoing a single lesson that did not land, and this one keeps paying off every unit you teach after it.
- Compared to a one-off PD workshop this does not stop mattering after one afternoon.
- Compared to a book you are shown how to run it, not just told the theory.
- Compared to doing nothing one Monday gets fixed instead of repeated for the rest of the year.
- 56 video lessons, about 9 hours
- 6 quizzes so you can check what stuck
- 3 practical assignments applied to your own subject
- 4 downloadable resources
- Free updates included, including new lectures as the course grows
- 60 day money back guarantee
The Classroom Starter Kit. Templates so you can start in your next lesson: a weekly planner, student role cards, a mid week adjustment checklist, and simple check-in and reflection formats.
Secure payment. Access is immediate.
60 days, no questions asked
Take the course and run one unit with one class. If you do not find it useful, ask for a refund inside 60 days and you get every cent back. You do not have to explain yourself, and you keep the templates.
Questions
Frequently asked questions
Do I need to know Agile or Scrum?
No. The course starts from classroom reality and introduces each element when you need it. No prior knowledge, no jargon.
I teach a fixed national curriculum. Can I still use this?
Yes, and Module 2 is built around that constraint. The content you must cover stays the same. What changes is how the week is organised and how early you learn that something is not landing.
How much class time does this cost me?
Here is the arithmetic from a worked example in Module 5. Eighth grade geography, 26 students, 45 minute periods twice a week, a four week unit on rivers. One lesson for planning, a five minute check-in at the start of the other lessons, and one lesson at the end for presentations and reflection. Total added time across the whole unit is about one and a half lessons out of eight. You get most of that back by not reteaching material that failed silently.
Does this actually help with AI?
It helps with the part you can control. It will not detect AI use, and nothing reliably does. What it does is shift the work you set and grade toward visible process, so a product produced in seconds is no longer the only thing you have to judge.
Does this work online?
Yes. Visible progress and short check-ins matter more online, not less, because you lose the informal signals you would normally read off students' faces.
What subject and age does this fit?
Examples run from primary school through university, across science, geography, history, and mixed subject projects. The rhythm is subject neutral and the examples show you how to adapt it.
Can I see it before buying?
Yes, five full lectures are free, and the intro video on this page costs nothing to watch.
How do I get access?
One payment, immediate access, learn at your own pace.
You do not have to keep working
harder than your students.
Start with one unit and one week. That is all this needs to prove itself.
Get Teach Forward, $19One time payment. 60 day money back guarantee.