Plan educational activities.

Plan educational activities. is a detailed work activity in O*NET — a concrete unit of work shared across 19 occupations and seen in 34 occupation-specific tasks. It rolls up into the broader work activity Develop educational programs, plans, or procedures. in Thinking Creatively .

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 34 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 22 (65%) 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 15 of these tasks, with a mean mapped-usage share of 0.008% 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.

• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Elementary School Teachers, Except Special Education · importance 4.6 · exposure with tools
• Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips. · Preschool Teachers, Except Special Education · importance 4.5 · no direct exposure
• Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Special Education Teachers, Elementary School · importance 4.3 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Kindergarten Teachers, Except Special Education · importance 4.3 · exposure with tools
• Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. · Kindergarten Teachers, Except Special Education · importance 4.3 · no direct exposure
• Develop curricula and plan course content and methods of instruction. · Career/Technical Education Teachers, Postsecondary · importance 4.3 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Preschool Teachers, Except Special Education · importance 4.2 · exposure with tools
• Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. · Elementary School Teachers, Except Special Education · importance 4.2 · no direct exposure
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 4.2 · exposure with tools
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. · Elementary School Teachers, Except Special Education · importance 4.1 · exposure with tools
• Organize and supervise games or other recreational activities to promote physical, mental, or social development. · Special Education Teachers, Preschool · importance 4.1 · no direct exposure
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Middle School Teachers, Except Special and Career/Technical Education · importance 4.1 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Career/Technical Education Teachers, Middle School · importance 4.1 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Career/Technical Education Teachers, Secondary School · importance 4.1 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Special Education Teachers, Middle School · importance 4.1 · exposure with tools
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Special Education Teachers, Secondary School · importance 4.0 · exposure with tools
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. · Kindergarten Teachers, Except Special Education · importance 4.0 · direct LLM exposure
• Organize and supervise games and other recreational activities to promote physical, mental, and social development. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.0 · no direct exposure
• Organize and supervise games or other recreational activities to promote physical, mental, or social development. · Special Education Teachers, Elementary School · importance 3.9 · no direct exposure
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.9 · exposure with tools
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. · Career/Technical Education Teachers, Middle School · importance 3.9 · direct LLM exposure
• Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. · Special Education Teachers, Middle School · importance 3.9 · direct LLM exposure
• Plan or participate in library events and programs, such as story time with children. · Library Assistants, Clerical · importance 3.8 · no direct exposure
• Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. · Special Education Teachers, Secondary School · importance 3.7 · direct LLM exposure
• Organize and supervise games and other recreational activities to promote physical, mental, and social development. · Special Education Teachers, Middle School · importance 3.7 · no direct exposure
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.7 · direct LLM exposure
• Organize and supervise games and other recreational activities to promote physical, mental, and social development. · Teaching Assistants, Special Education · importance 3.6 · no direct exposure
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Self-Enrichment Teachers · importance 3.6 · exposure with tools
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.6 · exposure with tools
• Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.4 · exposure with tools
• Organize and supervise games and other recreational activities to promote physical, mental, and social development. · Self-Enrichment Teachers · importance 3.3 · no direct exposure
• Organize and supervise games and other recreational activities to promote physical, mental, and social development. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.2 · no direct exposure
• Select and invite guest speakers to speak to classes. · Library Science Teachers, Postsecondary · importance 2.9 · exposure with tools
• Organize and supervise games or other recreational activities to promote physical, mental, or social development. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Elementary School Teachers, Except Special Education
• Preschool Teachers, Except Special Education
• Special Education Teachers, Elementary School
• Kindergarten Teachers, Except Special Education
• Career/Technical Education Teachers, Postsecondary
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Middle School Teachers, Except Special and Career/Technical Education
• Career/Technical Education Teachers, Middle School
• Special Education Teachers, Preschool
• Career/Technical Education Teachers, Secondary School
• Special Education Teachers, Middle School
• Special Education Teachers, Secondary School
• Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
• Secondary School Teachers, Except Special and Career/Technical Education
• Library Assistants, Clerical
• Teaching Assistants, Special Education
• Self-Enrichment Teachers
• Library Science Teachers, Postsecondary
• Special Education Teachers, Kindergarten

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-plan-educational-activities,
  title  = {Plan educational activities.},
  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/plan-educational-activities}
}