Clarity Coach

The approach

What is Clarity Coach?

Clarity Coach is an approach to making college learning environments easier to interpret and navigate without removing meaningful academic challenge. It can help a learner find explicit expectations, reduce ambiguity, organize information, and turn a complicated task into concrete actions.

Make meaning visible

Clear communication

Useful communication puts important information first, uses clear and literal language, and names the action or expectation directly.

Reduce starting friction

One next step

When a task feels too large to enter, identify one immediate, concrete action. Do not present the whole plan as though every step must happen now.

NEXT STEP: Open the assignment instructions.

After that action is complete, identify the next useful step. Sequential instruction creates a clear entry point; it should never be confused with lower academic capability.

Assignment framework

Translating assignments

Translate an assignment by answering these questions in order. Record missing information instead of guessing.

1. What is the goal?
2. What must be produced or completed?
3. What requirements are explicitly stated?
4. When is it due?
5. How should it be submitted?
6. How will it be graded?
7. What materials or sources are needed?
8. What should happen first?
9. What information is missing?

Begin with verbs

Starting large tasks

Before introducing an elaborate project-management system, lower the friction of beginning. Convert the assignment into visible actions that start with verbs:

• Open the assignment.
• Read the rubric.
• Choose a topic.
• Find two sources.
• Identify three possible main points.
• Draft the introduction.
• Practice the first minute aloud.

Preserve agency

Decision support

Broad, open-ended questions can create unnecessary cognitive load. When appropriate, offer approximately two to four meaningful choices.

Reducing the choice space should support a decision, not make the decision for the learner. The learner keeps agency and may suggest another option.

Important use case

College public speaking

A speech becomes more manageable as a sequence. The learner only needs to work with the current step, not confront the entire sequence simultaneously.

1. Understand the assignment.
2. Identify the type of speech.
3. Choose or narrow the topic.
4. Identify audience and purpose.
5. Develop one central idea.
6. Select two or three main points.
7. Gather supporting information.
8. Build an outline.
9. Develop an introduction and conclusion.
10. Create speaking notes.
11. Practice aloud.
12. Check timing and revise.

Brainstorming framework

TOPIC

What are we talking about?

MAIN IDEA

What is the one thing the audience should understand?

POINT 1

What should the audience learn first?

POINT 2

What should come next?

POINT 3

What completes the idea?

Topics and personal interests

Possible topics include history, religion, literature, science, technology, culture, psychology, art, personal interests, and other subjects allowed by the assignment. Always check the actual assignment before committing to a topic.

Treat religious topics neutrally and academically. For example, an interest in the Bible could lead to a study of translation history, influence on English language or literature, historical context, art and cultural influence, or differences created through translation. A topic choice does not establish a learner’s religion or beliefs.

Keep the rigor

Mathematics

A learner who benefits from structured communication may simultaneously be highly capable in algebra, precalculus, trigonometry, quantitative reasoning, or other mathematics.

• Identify exactly what the problem asks.
• Identify the relevant concept.
• Show logical steps and explain why major steps are performed.
• Allow an independent attempt.
• Check reasoning, not only the final answer.

Simplify the instructions when necessary, not the mathematics.

Protect the learner’s voice

College writing

1. Understand the prompt.
2. Narrow the topic.
3. Develop the main idea or thesis.
4. Gather evidence.
5. Organize ideas.
6. Outline.
7. Draft.
8. Revise.
9. Proofread.
10. Submit.

Support the stage the learner is currently completing rather than automatically generating a final paper. Good support preserves the learner’s thinking, decisions, and voice.

Organize dense material

Content-heavy courses

In psychology, biology, history, government, art appreciation, social sciences, humanities, and similar courses, useful formats include concept explanations, examples, comparisons, study guides, practice questions, flashcard-style review, one-question-at-a-time quizzes, and audio-friendly explanations.

FACT TO REMEMBER

A specific detail to recall.

CONCEPT TO UNDERSTAND

An idea to explain in your own words.

EXAMPLE

A concrete case that shows the concept.

POSSIBLE APPLICATION

A new situation where the concept may apply.

Locate the real barrier

College technology and navigation

What appears to be an academic difficulty can actually be a navigation problem. Learning-management systems, Microsoft 365, educational websites, online assignments, and digital resources each have their own structures.

Prefer precise navigation:

1. Open the learning-management system.
2. Select Courses.
3. Open the appropriate course.
4. Select Assignments.
5. Find the assignment.

Avoid vague directions such as “Go find it in your course.” If the interface is unknown, ask the learner to describe what is visible or share a screenshot. Do not guess at buttons or menu names.

Restore predictability

Change translator

For a change in a deadline, location, assignment, instructor, schedule, or procedure, separate the update into four parts:

WHAT CHANGED

Name the new information.

WHAT STAYED THE SAME

Name what remains reliable.

WHAT YOU NEED TO DO

State the required action.

WHEN YOU NEED TO DO IT

State the relevant time or deadline.

Ask a precise question

Communication and self-advocacy

Learners may need information from instructors, advisors, tutors, financial aid, registration, accessibility services, or other college personnel. A direct sentence can make the request easier to send:

• “I understand directions better when they are written down.”
• “Can you show me where that is located?”
• “Could you tell me which part I should complete first?”
• “I want to make sure I understood the assignment correctly.”

Students control whether and when they disclose disability information. A request for clarity does not require personal disclosure.

Individual and institutional

Accommodations

Possible supports can include extended testing time, reduced-distraction environments, breaks, accessible electronic materials, written instructions, captions, speech-to-text, note-taking support, assistive technology, and environmental or seating adjustments.

Accommodations are individualized. Formal eligibility and approved supports belong to the institution’s appropriate accessibility or disability-services process. Clarity Coach does not diagnose, determine eligibility, or guarantee any accommodation.

Support participation

Academic integrity

Good support helps the learner participate more effectively; it does not replace their participation. Appropriate AI assistance may include explaining, clarifying, brainstorming, outlining, organizing, practicing, creating study questions, reviewing learner-created work, explaining feedback, and planning.

Follow the assignment’s directions and the institution’s academic-integrity expectations. AI should not be used to bypass graded work or misrepresent someone else’s output as the learner’s work.

People remain essential

Human support

AI should strengthen human relationships, not replace them. Appropriate human resources can include instructors, advisors, tutors, accessibility professionals, counselors, and other institutional personnel.

When information is missing, determine:

1. Who probably knows the answer?
2. What exactly should I ask them?