Guide class discussions.

Guide class discussions. is a detailed work activity in O*NET — a concrete unit of work shared across 35 occupations and seen in 36 occupation-specific tasks. It rolls up into the broader work activity Teach academic or vocational subjects. in Training and Teaching Others .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 36 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 5 (14%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 34 of these tasks, with a mean mapped-usage share of 0.065% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Initiate, facilitate, and moderate classroom discussions. · Communications Teachers, Postsecondary · importance 4.8 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Area, Ethnic, and Cultural Studies Teachers, Postsecondary · importance 4.8 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Law Teachers, Postsecondary · importance 4.7 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Social Work Teachers, Postsecondary · importance 4.7 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · English Language and Literature Teachers, Postsecondary · importance 4.7 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Recreation and Fitness Studies Teachers, Postsecondary · importance 4.7 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Philosophy and Religion Teachers, Postsecondary · importance 4.6 · no direct exposure
• Teach undergraduate-level courses. · Teaching Assistants, Postsecondary · importance 4.6 · exposure with tools
• Initiate, facilitate, and moderate classroom discussions. · Anthropology and Archeology Teachers, Postsecondary · importance 4.6 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · History Teachers, Postsecondary · importance 4.6 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Foreign Language and Literature Teachers, Postsecondary · importance 4.6 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Business Teachers, Postsecondary · importance 4.6 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Nursing Instructors and Teachers, Postsecondary · importance 4.6 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Political Science Teachers, Postsecondary · importance 4.5 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Sociology Teachers, Postsecondary · importance 4.5 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Family and Consumer Sciences Teachers, Postsecondary · importance 4.5 · exposure with tools
• Initiate, facilitate, and moderate classroom discussions. · Criminal Justice and Law Enforcement Teachers, Postsecondary · importance 4.5 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Art, Drama, and Music Teachers, Postsecondary · importance 4.4 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Library Science Teachers, Postsecondary · importance 4.4 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Psychology Teachers, Postsecondary · importance 4.3 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Architecture Teachers, Postsecondary · importance 4.3 · no direct exposure
• Lead discussion sections, tutorials, or laboratory sections. · Teaching Assistants, Postsecondary · importance 4.3 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Biological Science Teachers, Postsecondary · importance 4.3 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Geography Teachers, Postsecondary · importance 4.2 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Forestry and Conservation Science Teachers, Postsecondary · importance 4.2 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Mathematical Science Teachers, Postsecondary · importance 4.2 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Physics Teachers, Postsecondary · importance 4.1 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Health Specialties Teachers, Postsecondary · importance 4.1 · exposure with tools
• Initiate, facilitate, and moderate class discussions. · Engineering Teachers, Postsecondary · importance 4.1 · exposure with tools
• Initiate, facilitate, and moderate classroom discussions. · Education Teachers, Postsecondary · importance 4.1 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Environmental Science Teachers, Postsecondary · importance 4.1 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary · importance 4.0 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Chemistry Teachers, Postsecondary · importance 4.0 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Agricultural Sciences Teachers, Postsecondary · importance 4.0 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Economics Teachers, Postsecondary · importance 4.0 · no direct exposure
• Initiate, facilitate, and moderate classroom discussions. · Computer Science Teachers, Postsecondary · importance 3.9 · exposure with tools

Occupations that perform this

• Communications Teachers, Postsecondary
• Area, Ethnic, and Cultural Studies Teachers, Postsecondary
• Law Teachers, Postsecondary
• Social Work Teachers, Postsecondary
• English Language and Literature Teachers, Postsecondary
• Recreation and Fitness Studies Teachers, Postsecondary
• Philosophy and Religion Teachers, Postsecondary
• Teaching Assistants, Postsecondary
• Anthropology and Archeology Teachers, Postsecondary
• History Teachers, Postsecondary
• Foreign Language and Literature Teachers, Postsecondary
• Business Teachers, Postsecondary
• Nursing Instructors and Teachers, Postsecondary
• Political Science Teachers, Postsecondary
• Sociology Teachers, Postsecondary
• Family and Consumer Sciences Teachers, Postsecondary
• Criminal Justice and Law Enforcement Teachers, Postsecondary
• Art, Drama, and Music Teachers, Postsecondary
• Library Science Teachers, Postsecondary
• Psychology Teachers, Postsecondary
• Architecture Teachers, Postsecondary
• Biological Science Teachers, Postsecondary
• Geography Teachers, Postsecondary
• Forestry and Conservation Science Teachers, Postsecondary
• Mathematical Science Teachers, Postsecondary
• Physics Teachers, Postsecondary
• Health Specialties Teachers, Postsecondary
• Engineering Teachers, Postsecondary
• Education Teachers, Postsecondary
• Environmental Science Teachers, Postsecondary
• Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
• Chemistry Teachers, Postsecondary
• Agricultural Sciences Teachers, Postsecondary
• Economics Teachers, Postsecondary
• Computer Science Teachers, Postsecondary

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-guide-class-discussions,
  title  = {Guide class discussions.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/guide-class-discussions}
}