Clastio · Practical teacher guide

Reuse your school PowerPoint design for teaching slides

Upload an existing PowerPoint as a design reference, save the resulting style and select it when creating a chapter. Review the generated layouts before teaching, especially when your school requires particular fonts, spacing or brand assets.

Choose a representative reference

Use a deck with the layouts you actually teach with: title, explanation, example and practice. A reference with consistent typography and spacing is easier to use than a collection of unrelated designs. Keep a copy of the original and use materials your school permits you to share.

Review readability rather than appearance alone

Check heading size, contrast and how much text fits on a projected slide. Explain whether the class needs large labels, short explanations or visual examples. A design should support the teaching objective and work with the actual classroom display.

Reuse and adjust selectively

Save a preferred style for future chapters and choose a different one when a lesson needs it. The generated deck is an editable draft rather than a guaranteed pixel-perfect copy. Use the manual slide editor or PowerPoint for exact placement and inspect the exported file before class.

A workflow to try

  1. Choose an approved, consistent reference deck.
  2. Upload it as a design reference.
  3. Review and save the teacher style.
  4. Select that style for the chapter.
  5. Check the export and make exact adjustments.

Example teacher prompt

Use my uploaded presentation as the design reference. Keep explanations brief, prefer a worked-example layout for mathematics, and ask me which school elements must be included before planning.
Try the planning playground

Common questions

Is the result an exact copy of the reference?
It is a design-guided editable draft. Review layouts and use manual editing for exact school requirements.
How many styles can I save?
Style-profile allowances depend on your current plan. The pricing page and usage screen show the current limits.