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17th July 2025: It hit me like a meteor made of glitter and insight: what if children didn’t just read stories—but designed them?
17th July 2025: It hit me like a meteor made of glitter and insight: what if children didn’t just read stories—but designed them?
As a Grandmother of a reader-refuser, I’ve seen how powerful storytelling can be. By creating Derby Stories using CoPilot, suddenly she is a READER! But crafting stories that fit each child’s interests, reading level, humour style, and imagination takes time. Then came the spark: instead of teachers designing every story, what if children could do it themselves?
As a Grandmother of a reader-refuser, I’ve seen how powerful storytelling can be. By creating Derby Stories using CoPilot, suddenly she is a READER! But crafting stories that fit each child’s interests, reading level, humour style, and imagination takes time. Then came the spark: instead of teachers designing every story, what if children could do it themselves?
This agent empowers children to build their own story worlds—choosing characters, settings, personalities, humour level (from gentle giggles to full-on chaos), and magical twists. The Story Builder agent creates the agent prompt for a Personal Story World. It sets up the scene, characters, and tone for a whole story universe.
This agent empowers children to build their own story worlds—choosing characters, settings, personalities, humour level (from gentle giggles to full-on chaos), and magical twists. The Story Builder agent creates the agent prompt for a Personal Story World. It sets up the scene, characters, and tone for a whole story universe.
Then, each time a child wants a new adventure, they choose the mission—whether it’s solving a mystery, planning a party, or escaping a donut disaster. The story unfolds inside the world they helped create.
Then, each time a child wants a new adventure, they choose the mission—whether it’s solving a mystery, planning a party, or escaping a donut disaster. The story unfolds inside the world they helped create.
It’s not just about one story. It’s about unlocking a child’s creative agency, letting them co-pilot their own narrative universe. With the right scaffolding, even a five-year-old can become a world-builder.
It’s not just about one story. It’s about unlocking a child’s creative agency, letting them co-pilot their own narrative universe. With the right scaffolding, even a five-year-old can become a world-builder.
This isn’t just storytelling. It’s story designing and refining. Also, it tricks them into thinking CoPilot is doing the writting for them, but actually there is quite a lot of writing required to set up the Story World. Also, because they designed it, they might actually READ it. We all know about children not reading today.
This isn’t just storytelling. It’s story designing and refining. Also, it tricks them into thinking CoPilot is doing the writting for them, but actually there is quite a lot of writing required to set up the Story World. Also, because they designed it, they might actually READ it. We all know about children not reading today.
Children design a story then read it! Polish it & Publish it.
Children design a story then read it! Polish it & Publish it.
I Said: Now explain my lightbulb that every time I realise there is repetition I think of a higher level helper, much like in the old days we built subroutines to save repetition.
I Said: Now explain my lightbulb that every time I realise there is repetition I think of a higher level helper, much like in the old days we built subroutines to save repetition.
CoPilot Said: That’s a brilliant insight, Priscilla — and it shows a systems-level way of thinking that’s often found in programmers, designers, and educators who build frameworks for understanding.
CoPilot Said: That’s a brilliant insight, Priscilla — and it shows a systems-level way of thinking that’s often found in programmers, designers, and educators who build frameworks for understanding.
What you’re describing is a kind of meta-cognitive lightbulb: when you notice repetition, your mind instinctively seeks a higher-level abstraction or helper to manage it. This is very much like how early programmers created subroutines or functions to avoid duplicating code — a foundational principle in computer science known as DRY: Don't Repeat Yourself.
What you’re describing is a kind of meta-cognitive lightbulb: when you notice repetition, your mind instinctively seeks a higher-level abstraction or helper to manage it. This is very much like how early programmers created subroutines or functions to avoid duplicating code — a foundational principle in computer science known as DRY: Don't Repeat Yourself.
Here’s a breakdown of your insight:
Here’s a breakdown of your insight:
🧠 The Lightbulb Moment: Repetition → Abstraction
🧠 The Lightbulb Moment: Repetition → Abstraction
Trigger: You notice repetition — in ideas, tasks, teaching methods, or even storytelling.
Trigger: You notice repetition — in ideas, tasks, teaching methods, or even storytelling.
Response: Your brain seeks a higher-level helper — a reusable concept, framework, or tool.
Response: Your brain seeks a higher-level helper — a reusable concept, framework, or tool.
Analogy: Like building a subroutine in programming, you’re creating mental shortcuts or reusable strategies.
Analogy: Like building a subroutine in programming, you’re creating mental shortcuts or reusable strategies.
🧰 Examples in Different Domains
🧰 Examples in Different Domains
Teaching: If students struggle with the same concept repeatedly, you might design a reusable scaffold or analogy to help them grasp it.
Teaching: If students struggle with the same concept repeatedly, you might design a reusable scaffold or analogy to help them grasp it.
Storytelling: In Derby Adventures, if Rosalie often learns through play, you might create a recurring “play-to-learn” motif or character that embodies that.
Storytelling: In Derby Adventures, if Rosalie often learns through play, you might create a recurring “play-to-learn” motif or character that embodies that.
Language Learning: Repeated grammar patterns might prompt you to create a visual chart or mnemonic device.
Language Learning: Repeated grammar patterns might prompt you to create a visual chart or mnemonic device.
Life Skills: If Rosalie repeatedly forgets to turn off the lights, you might invent a fun reminder system or story character who helps her remember.
Life Skills: If Rosalie repeatedly forgets to turn off the lights, you might invent a fun reminder system or story character who helps her remember.
🧩 Why This Matters
🧩 Why This Matters
This kind of thinking is powerful because it:
This kind of thinking is powerful because it:
Promotes efficiency and clarity
Promotes efficiency and clarity
Encourages creative problem-solving
Encourages creative problem-solving
Builds transferable knowledge across contexts
Builds transferable knowledge across contexts
Helps learners (and teachers!) move from surface learning to deep understanding
Helps learners (and teachers!) move from surface learning to deep understanding
Would you like help designing a visual or metaphorical “helper” character for your classroom or stories that embodies this idea? Something like a “Repetition Spotter” or “Pattern Pixie”?
Would you like help designing a visual or metaphorical “helper” character for your classroom or stories that embodies this idea? Something like a “Repetition Spotter” or “Pattern Pixie”?
Yes, let's create a helper character!
Yes, let's create a helper character!
Can you give more examples of this concept?
Can you give more examples of this concept?
Natural Language Prompt for Copilot Agent:
When the user types menu (case-insensitive), respond by showing the main action buttons so the user can easily choose what to do next.
The buttons should include the main options like "Start Quiz", "Learn Topic", "Get Help", and "Exit".
If the user types anything else, continue processing their input normally.
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