Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.

“Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.” is a core task performed by Tutors. Among the occupation's 19 rated tasks, workers place it 5th by importance (#15 most important). About 100% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Prepare informational or instructional materials. in Documenting/Recording Information

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

Other tasks in this occupation

• Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students. · importance 4.9
• Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. · importance 4.7
• Assess students' progress throughout tutoring sessions. · importance 4.7
• Teach students study skills, note-taking skills, and test-taking strategies. · importance 4.5
• Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. · importance 4.5
• Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. · importance 4.2
• Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. · importance 4.2
• Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. · importance 4.1
• Schedule tutoring appointments with students or their parents. · importance 4.0
• Organize tutoring environment to promote productivity and learning. · importance 3.9
• Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email. · importance 3.9
• Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. · importance 3.8
• Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. · importance 3.8
• Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. · importance 3.6

See all tasks on the Tutors page.

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
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

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

@misc{singulariki-task-17028,
  title  = {Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-17028}
}