Launching August 2026.
MyGRIT Course®
For Educators

You are the expert. We organize how students engage with you.

MyGRIT Course® is not a teaching method. It is a behavioral learning infrastructure that helps students arrive prepared, take meaningful notes, ask better questions, and study with intent.

Most students arrive without a behavioral system for learning. That is not a comment on their effort. It is a comment on what they were taught. MyGRIT Course® gives every student the same structured cognitive process, which means when you teach, more of your students are equipped to receive what you offer. You do not need to change how you teach. You need students who know how to learn.

What MyGRIT Course® does
  • —Organizes student learning behavior across stages
  • —Strengthens reflection and metacognition
  • —Improves the quality of student questions
  • —Reinforces sustained cognitive engagement
  • —Supports knowledge acquisition between class sessions
What MyGRIT Course® does not do
  • —Tell teachers how to teach
  • —Generate or grade homework
  • —Replace instruction with AI shortcuts
  • —Function as a tutoring service
  • —Compete with curricular authority
Outcomes you'll observe

Higher-quality engagement, not just higher completion rates.

Better questions

Students ask questions rooted in actual reflection, not surface confusion.

Notes with structure

DGRP™-organized notes signal genuine cognitive processing.

Visible learning

You can see where understanding is breaking down — and where it's not.

The QI Tool™

The QI Tool™ — Question Intelligence.

The QI Tool™ is an educator-facing instrument built into MyGRIT Course® that analyzes your classroom and exam questions by thinking level. It categorizes every question across six original ELM thinking levels: Surface, Clarify, Apply, Examine, Evaluate, and Create. These are not Bloom's Taxonomy. They are original Effort Learning Model™ levels designed specifically for this system.

Level 01
Surface

What does the material state directly?

Level 02
Clarify

What does this mean in the student's own words?

Level 03
Apply

How does this concept work in a new situation?

Level 04
Examine

Why does this work? What are its limits?

Level 05
Evaluate

What is the strongest and weakest part of this argument or approach?

Level 06
Create

What would the student build, design, or produce using this knowledge?

These six levels are original ELM thinking levels — not Bloom's Taxonomy. The QI Tool™ was developed with Bloom's Taxonomy as a reference point for cognitive progression, but the six levels above represent MyGRIT Course's own cognitive framework built for this system. The goal is not to classify for classification's sake. It is to show educators where their questions are asking students to think, and where they could be asking for more.

Learn about educator pilots
The seven stages, for educators

What each stage looks like from where you stand.

The research behind it. What you do. What changes in your students. Where the platform carries the load.

Pedagogy
Practice
Outcomes
Partnership
1 of 7
ELA 1 · Preparing

Preparation

Get Ready
Pedagogy

Pre-questioning activates prior knowledge and sets a retrieval target before instruction begins. Research on pre-learning priming consistently shows improved encoding when students generate questions before a lesson rather than receiving content cold.

Practice

Before your next class or module, prompt students to write two questions about the upcoming topic. This takes under five minutes and transforms passive reception into active anticipation. The DGRP™ Distinguish stems are the entry point: what do they already think this is, and what do they expect it is not?

Outcomes

Students arrive with cognitive engagement already activated. You spend less time orienting and more time building. Students who prepare questions demonstrate higher retention at assessment.

Partnership

MyGRIT Course® surfaces ELA 1 as the student's first daily action. The Twin AI™ prompts question generation before each session. You will see the quality of student preparation reflected in class discussion within the first two weeks.

Effort Learning Actions™

How the ELA stages support your classroom.

Each Effort Learning Action carries both its branded stage name and the cognitive behavior it asks of the student.

  1. ELA 1
    Preparing (Preparation)

    students generate questions about upcoming material before instruction begins.

  2. ELA 2
    Active Listening (Going to Class)

    students listen with critical thinking engaged, not passive reception.

  3. ELA 3
    Question Generation (Notes)

    students generate and document questions during and after instruction.

  4. ELA 4
    Organizing (Review)

    students reorganize notes to build connections and transfer to long-term memory.

  5. ELA 5
    Refining (Homework)

    students identify what they actually know versus what they think they know.

  6. ELA 6
    Answering (Study)

    students answer their own questions and generate new ones as understanding deepens.

  7. ELA 7
    Evaluating (Test Preparation)

    students align their preparation with their educator's assessment goals.

Pilot in your classroomExplore the QI Tool™