Questions and answers

Press Sign up and choose Student, then sign in with Google. One short form follows: your school code if you have one, your name, your class and your section. There is no password — Google signs you in — no document to upload, no payment step and no waiting for approval. The account is live at once. You do not need one to watch — every video plays without signing in; the account is what keeps your progress, your check scores and your doubts. If you enter a school code, press Check code and the form names the school on the spot, so a typo cannot land you on the wrong roster.

Student sign-up →

A school code is a short identifier — it looks like SPS-PN-4729 — issued to a school once we’ve verified its registration. Entering it at sign-up does exactly one thing: it places your account on that school’s roster, in your class and section, so your teachers can see your progress, answer your doubts, and the office can include you in term reports. It doesn’t unlock or restrict any content; every student, coded or not, sees the same library. Your class teacher or the school office has the code — schools typically write it on the notice board or send it in the class group at the start of term. If your school isn’t on PrepShorts yet, point the office at the for-schools page; registration takes them about ten minutes.

Yes, completely. Leave the code field empty at sign-up and study everything — the full library, tests, progress maps, revision lists; nothing is locked behind a school connection. The one thing you give up is what needs a school on the other end: doubts go to your school’s teachers, so with no school linked the Ask box is not shown — the Ask card beside the video still answers from the chapter itself. If your school joins later, add the code from the ‘Link your school’ card on your dashboard and every bit of progress comes with you; nothing resets and nothing is re-entered.

Your name comes from your Google account. Your current class you change yourself: open ‘Your courses’ on your dashboard and press ‘Make this my class’ on the one you are studying — the board and the revision list follow it immediately, and nothing you have already covered is lost. A wrong section is the one thing you cannot fix from the page: ask your teacher, or write to help@prepshorts.com and we will move you.

Press Sign up, choose Teacher, and sign in with Google. The form asks for your school code, your name and the classes you take — Mathematics is the only subject today, so there is nothing to choose there. Your account then goes to your school office for approval before it becomes active, usually the same day. That approval step is deliberate and non-negotiable: it is what guarantees that every adult who can read and answer a child’s doubt is someone the school itself has vetted and employs. Once approved you see the whole library, plus your classes’ progress, their doubts and their page ratings.

Teacher sign-up →

A student never pays. An individual student account is free and stays free — that is a commitment rather than an introductory offer, and it is the one that matters most, because the person who needs the video at ten at night is the one least able to pay for it. A school pays ₹25,000 a year + GST for all its classes, and schools joining now pay ₹15,000 + GST for their first year; teachers join through their school. There are no feature tiers and no trial clock, and there is no advertising and no selling of data, so nothing here is paid for with your child’s attention. Any change to what schools and teachers pay will be announced to them in writing, in advance, with time to decide; no account will be converted silently, no student will lose access mid-term, and study history — the record of what a child has covered and where they’re weak — will never be held hostage to a payment. That last one is a commitment, not a feature.

A topic is one section of the printed NCERT chapter — the unit the book itself teaches in, like §5.3 ‘Correct way of measuring length’ on pages 84–85. We don’t invent our own syllabus grid; chapters split into topics along the book’s own section numbers, which is why your progress map reads like the book’s contents page. Each topic carries five things: one video of 8–13 minutes cut to that section’s landmarks; the chapter’s own pages, opened at the figure the video cites; the section’s key terms in one line each; the misconceptions that section is known for; and a five-question check that closes it. A typical chapter has six to ten topics, and a topic is deliberately sized so one honest sitting — about fifteen minutes — finishes it.

Two ways, one philosophical and one mechanical. Philosophically: most study videos replace the book — a presenter re-explains the subject in their own order, their own examples, their own vocabulary, and the textbook becomes something you ‘also’ have. Our videos are made from the book: the same section order, the same figures cited by their printed numbers (‘look at Fig. 5.5 — position B’), the same activities done on camera with the same objects, the same worked examples written the way the chapter writes them. Mechanically: every video is cut into clickable sections at the book’s own landmarks, so a doubt, a note or a revision jump lands on a page-precise moment. The result is that what you watch, what you read, and what the examination will ask are one body of material, not three.

The method, in full →

It did not — the video never stops by itself, and nothing in it locks. What the NCERT books are built around is doing: measure your pencil, fill Table 5.2, compare with a classmate. The index beside the video lists every one of those moments as its own marker, so the way to work is to pause it yourself when you reach one, do the thing with a real ruler, and press play. The marker stays in the index afterwards, so going back to an activity later is one tap rather than a scrub through ten minutes.

A topic counts as covered when two things are both true: the video has been watched to the end, and the check has been passed — at least four of its five questions right. Watching without checking isn’t covered, because watching feels like understanding more often than it is understanding. Passing the check without the video isn’t covered either. The rule is strict so that the number on your dashboard means something: when your map says 28 of 86 topics covered, that is 28 topics genuinely met — watched, done and verified — not 28 videos that played to the end while you looked at your phone. Your board has a square per topic and four states for it: passed, covered but not yet passed, weak — revise, and not started. Schools rely on the same definition, which is why a PrepShorts term report is worth reading.

Nothing punitive — and this matters. Every question you got wrong comes straight back with the right answer and the reason for it, and the video is one tap away, so revision is two minutes rather than a whole rewatch. The square on your board changes to say where you are: under 60% it reads weak — revise, and the topic joins ‘Revise these first’ on your dashboard, worst first. Score three of five and it is neither weak nor passed — covered, not yet passed. Retake whenever you’re ready; nobody is notified of a failed attempt — not your class, and not your teacher as an alert. They can see where you stand when they look, which is their job, but there is no red flag broadcast. Checks exist to tell you the truth early, when the truth is cheap: a wrong answer on Tuesday evening costs nothing, the same gap found in the exam hall costs marks.

Not yet — there is no notebook and nothing to bookmark. Two kinds of writing of your own are kept with the topic: a doubt you send your teacher, pinned to the minute of the video it came from, and a private line you can add when you rate a page. Both stay attached to the topic, so opening it later brings them back. Notes pinned to the timeline are a thing we want to build; saying they exist while they do not would be worse than the gap.

Under every video there’s a box: what is unclear, and at what minute? Your question goes to the teachers of your own school — no public forum, no strangers — pinned to the video moment it came from, so the teacher opens it seeing exactly what you were seeing. The teacher answers once, in writing, and the whole class sees the question and the answer; only your teacher sees who asked. That is deliberate: a doubt one student voices is usually a doubt fifteen students have. Answers stay attached to the topic, so next year’s students find last year’s best questions already answered. If you study without a school code the box is not shown at all — doubts need a real adult on the other end and we don’t fake one — but the Ask card beside the video still answers from the chapter itself.

Yes — genuinely, and by design. PrepShorts quotes the book, cites its pages, and draws its figures large enough to read, but it is built to sit beside the open book, not to stand in for it. The videos constantly say ‘look at the figure on page 84’, the activities use the book’s tables, and the chapter pages we open beside the video are a companion to the printed section, not a substitute for reading it. There’s also a practical reason: the examination is set from the book, and the habit of navigating it — knowing what §5.3 means, finding Fig. 5.6 quickly — is itself a skill the exam rewards. Every student needs access to the official textbook; NCERT sells them cheaply and publishes them free online.

You build the paper yourself in three choices. First the chapters: tick any combination — just Chapter 5, or Chapters 3 to 5 together the way a school unit test would. Second the length: 10, 20 or 30 questions. Third the emphasis: by default your weak topics are weighted in, so the paper leans toward what needs proving; switch to ‘Treat all equally’ for a fair-dress-rehearsal feel. A fourth control sets the scope — covered topics only, or the whole chapters. Questions are drawn from the same five-question sets as the end-of-topic checks. The paper is untimed and there is no clock on screen, every question is multiple choice, marks are +1 with no negative marking, you answer in any order and press ‘Finish and mark it’ when you are done. The result breaks down by chapter, and every wrong answer comes back with the right one, its reason and a link to the video.

One thing, and only one: a check scored under 60% — two of five or worse. That marks the topic weak, puts it on ‘Revise these first’ on your dashboard with the worst at the top, and shades its square on the chapter board. Tests never change the map, deliberately: a test is a paper you built yourself out of whatever chapters you liked, and letting it set or clear a topic’s standing would make the map a record of the papers you chose rather than of what you know. The builder says as much on screen. So a topic leaves the list exactly one way: retake its check and pass. It doesn’t age out and nothing hides it — weakness is information, and the list is just the truth arranged usefully.

By default, no — and that’s a position, not a limitation. The builder’s default scope is ‘covered topics only’: a test should measure what you’ve studied, not punish where you happen to be in the syllabus, and a paper full of questions from unwatched videos teaches nothing except discouragement. But the choice is yours: switch the scope to ‘whole chapters’ and the paper will draw from everything in the chapters you picked, covered or not. Some students use that deliberately before starting a chapter, as a pre-test to see what they already know; teachers sometimes assign it the same way. The builder just tells you plainly which mode you’re in, so a low score is never a surprise with an asterisk.

Three parties, exactly: you, the teachers at your linked school, and your school office — and each sees a different grain. You see everything, question by question. Your teachers see your coverage, check and test results, and your revision list, for the subjects they teach you. The office sees rollups — topics covered, averages, weak counts — the material of a term report. Other students see nothing of yours, ever: there are no leaderboards, no class rankings on screen, no ‘top scorer’ badges, and nothing about you is public. If you study without a school code, the audience is just you. Parents see progress through the student’s own account or the school’s term report — by design, over the shoulder rather than through surveillance.

Two cards, side by side, and both name a topic rather than telling you to study more. ‘Continue studying’ is the next topic in the book’s own order that has never been checked — book order rather than most recent, so a chapter you skipped ahead of sends you back to the gap rather than further forward — with its chapter under it and a button that opens the video. ‘Revise these first’ lists your weak topics, worst score at the top, up to four at a time with a count of the rest; each line links to the video and shows what the check scored. When every topic in the course has a check against it, the first card offers a test across the chapters instead. Both rebuild the moment a check is marked.

Two layers. As a learner, a teacher gets the whole library — every class, videos, pages and checks — because a Class 6 teacher preparing Chapter 5 wants to watch its videos end to end, and often the neighbouring class’s too. As a teacher, you get your classes: for each one, how much of the syllabus it has covered, its average check score, how many weak topics it carries, and when it last studied — and then every student in it on the same four figures, with one click into an individual’s map, results and revision list. There is no ‘three topics behind’ anywhere, because there is no term plan in PrepShorts to be behind: the figures say what has been done, and the pacing judgement stays yours. Two queues sit on the dashboard: doubts waiting for answers, and pages your students rated low. What you don’t see: other schools’ data, or anything from classes that aren’t yours.

Doubts arrive in a ‘Doubts waiting’ card on your dashboard, oldest first — it is a queue, and the question that has waited six days is the one to answer. Each row carries the question, the class, the child’s name and the video moment it is pinned to, so you open it already knowing what they were looking at. Press Answer, write once, send: the whole class sees the question and the answer, without the asker’s name attached. There is no private-answer mode and no sharing step — answering IS sharing, because a voiced doubt is almost never unique. Doubts have no timer and no public pressure; pilot teachers typically clear the queue once a day, ten minutes with morning tea, and say it replaced a whiteboard of anonymous questions.

After studying a topic, students rate the page one to five — one tap, framed as ‘how well did this page teach the topic?’. The rating is diagnostic, not decorative: a page averaging 4.2 is doing its job; a page at 2.9 in your class is confusing someone right now, weeks before a test would tell you. Your dashboard carries a ‘Pages your students rated low’ card: the video, how many of your students rated it, the average out of five, and which of your classes it came from. A page appears there only once three or more have rated it and the average is under 3.5 — below three ratings an average is one child’s mood, and a card that cries wolf is a card people stop reading. It is the one figure on the dashboard about the video rather than about the child: a page half a class rated two is a page worth taking yourself. Ratings reach us too, and videos that rate poorly across many schools get re-cut.

Every citation in a topic opens the printed chapter at the page it names — pp. 84–85 for §5.3 — with the chapter’s contents beside it so a student can move to a neighbouring section. It exists for the ordinary evening when the textbook stayed in the desk at school, and for the student on a shared phone who wants the printed figure in front of them. It is the NCERT chapter itself, the same one for everybody: there is no per-topic override, and no Hindi edition yet. Opening it marks nothing as studied — only the video and the check do that.

See the teaching view →

Not yet — there is no assignment mechanism, and PrepShorts sends no notifications to students at all. What there is instead: open any student’s record and you get their weak topics in the book’s own order, which is the sheet to take into a lesson; one button prints it. Their own dashboard already shows the same topics under ‘Revise these first’, worst score at the top, so what you would be assigning is what they are already being told. A topic clears the honest way either way — a passed retake of its check.

Four steps, most of them ours. One: the office registers the school. Ten minutes: school name, city and state, the classes you’ll run on PrepShorts, the principal’s name and an office contact. The UDISE+ code is optional and speeds verification. Two: we ring the office to confirm it. We are confirming the school is the school, because the code we issue puts real teachers in front of real children’s doubts. Three: your code arrives by email. Usually within two working days. It looks like SPS-PN-4729. Four: share it. Notice board, class groups, a staff meeting. The roster builds itself as students and teachers sign up with the code — teacher accounts wait for the office to approve them, students join straight away. There are no bulk uploads, no spreadsheets to prepare and no per-seat paperwork — the roster is built by the people joining it.

School registration →

Six figures across the top: students registered, teachers approved, topics covered in the last seven days with the previous seven beside it, the school’s average check score, how many weak topics it is carrying, and how many teachers are waiting for you to approve them. Under them, three jobs the office can actually do something about: students who joined and never started, students who have gone quiet, and questions waiting on a teacher. Then the roster: every registered student, one class at a time, searchable, with topics covered, average check score, weak-topic count and last-studied date — one click opens any student’s full record. Class rollups: each section’s coverage as a share of the syllabus, its average check and its weak count. The weak-topic grid: chapters across, classes down, shaded by how many students sit below 60% — the picture that turns ‘revision week’ from a guess into a decision. Teachers: their classes, questions answered and questions waiting. And exports: the roster as CSV, and a term report laid out for print, class by class. There is no syllabus pace anywhere, because PrepShorts holds no term plan to be behind.

Not from the dashboard yet. Write to schools@prepshorts.com and we rotate it the same day: a new code is issued and the old one retires, everyone already on your roster stays exactly where they are, and only new joiners need the new string. Removing a departed teacher or a transferred student is the same route for now. What the office does hold today is the gate that matters — a leaked code lets a stranger fill in a form, but a teacher account activates only when your office approves it, and you can reject one from the dashboard in a click.

Clean separation, no hostages. The moment a school closes its account the roster links are severed: your school’s dashboards stop, and no future study activity is visible to anyone at the school. What each party keeps is what was already theirs — the school keeps every report and CSV it exported (we recommend a final export, and we’ll help run it); each student keeps their own account and their whole study history, which simply reverts to solo status until they link another code; teachers keep personal accounts but lose the teaching surfaces, which belonged to the school relationship. School-side records we hold are deleted on the DPDP schedule described in our data-protection pages. Leaving is also reversible — re-register later and students relink with the new code, history intact.

No, at every level. Inside the school: no leaderboards, no ‘top scorer’ lists, no student-visible rankings of any kind — a struggling student’s dashboard is between them, their teachers and your office. Between classes: rollups let your staff room compare sections on coverage, average check and weak count, because that is actionable information for you — but none of it is visible to students or parents. Between schools: nothing, full stop — no league tables, no percentile badges, no ‘your school ranks 47th’, and your school’s data never appears in another school’s view or in anything public. We hold this line because ranking corrodes the honesty that makes the data useful: the moment a number becomes a competition, people start managing the number instead of the learning.

Partly, and we would rather say exactly how far than say yes. A first set of lessons has been recorded a second time in Hindi, and each of those is a Hindi PAGE at its own address, not an English page with a Hindi video on it: the heading, the summary, the words to know, the five-question check and the written transcript are all Hindi, and pressing the switch under the video moves you to it. Once you are there the lessons either side of it are Hindi too, where a Hindi recording exists. Two things are still English on those pages and we would rather name them than let you find them: the chapter and module titles in the breadcrumb, which have no Hindi source yet, and the printed NCERT chapter the citations open. There is no site-wide setting: it is per lesson, on the lessons that have one. NCERT publishes both languages, and our page-faithful method means a Hindi lesson has to follow the Hindi book’s own pages and figure numbers, which is real work we would rather do properly than quickly. When your textbook is the Hindi edition, PrepShorts should feel native rather than translated — that is the bar.

Any phone, tablet or computer with a modern browser — that’s the whole requirement. There is no app to install, no app store account needed, no minimum RAM, and nothing that assumes a laptop: every page is fluid down to small phone screens, tap targets are sized for thumbs, and the video player is light. On connection: videos stream at modest bitrates and step down in quality on slow networks rather than stopping; the reading material — the chapter’s pages, key terms, misconceptions, the check — is text and loads on almost anything. A typical topic costs a few tens of megabytes of data including its video; checks and dashboards cost almost nothing. We test every release on inexpensive Android phones over throttled connections, because that is the real classroom.

Yes — that’s the normal case, not the edge case. Everything follows the account, not the device: sign out when you’re done, your sibling signs in with their own Google account, and neither of you sees the other’s work. There is no password to share or forget — Google does the signing in — so switching takes a few seconds. Two habits help: sign out rather than just closing the browser on a phone many hands use, and give each child their own Google account rather than sharing one, because a shared account is a shared progress map. Nothing expires while you are signed out, and a video resumes where you left it.

Not yet — videos stream, and we’d rather say that plainly than pretend. What exists today: streaming steps down in quality on weak connections instead of stopping, and the text of a topic — the pages, key terms, misconceptions and the check — is light enough for the poorest links. What’s on the roadmap, prioritised by pilot feedback: offline topic packs for schools — a chapter’s videos downloaded once on the school’s connection and served to students locally — and resumable downloads for solo students on metered data. Connectivity is a fairness issue, not a feature request, and it’s sequenced accordingly.

Collected: account basics (the name and email address on your child’s Google account, their class and section, and a school code if they have one) and study activity (which videos were watched and to what minute, which checks and tests were taken with which answers, topics covered or weak, page ratings, and doubts sent to teachers). Study activity is the product — it is what builds the progress map and the revision list — so we collect it carefully and show all of it back to you. Refused, permanently: precise location, contact lists, photographs of students, microphone or camera access, browsing history outside PrepShorts, and any government ID — we don’t ask for Aadhaar, ever. The forms are deliberately designed so the least information does the job: a school code tells us everything a roster needs without collecting an address, and there is no password because Google does the signing in. The website and app also load Google Analytics and the Meta Pixel, which set identifiers of their own to measure visits and our advertising. Every field, cookie and purpose is listed in the privacy policy in plain language.

Privacy policy →

No, no, and no — and the three are one promise, because they’re three doors into the same room. No advertising: nothing on any screen is paid-for content, there are no banners, no ‘sponsored’ anything, and the videos are served by PrepShorts itself rather than embedded from a video platform — so there is no recommendation rail, no comments section and no autoplay into something nobody chose. No sponsorship: no brand ‘presents’ a chapter, ever — the only institution on a topic page is NCERT. No selling of data: not to advertisers, not to ‘education partners’, not in anonymised bulk, not as a condition of some future acquisition — the privacy policy binds it in writing. A student’s attention is for study, and a free student account does not mean the child is the product — it is paid for by the schools and teachers who subscribe, which is the only arrangement under which a child’s attention is nobody’s revenue.

Only verified teachers at your child’s own school, only in writing, only through the doubt channel — and only in reply to a doubt your child chose to send. Walk the whole surface: there is no student-to-student messaging of any kind; no public community, forum or comments; no profiles visible to strangers; no follower or friend mechanics; and no way for any adult outside the school’s approved teacher list to reach a student. Teacher accounts activate only after the school office approves them, so every adult in the channel is someone the school itself has vetted and employs. Replies stay attached to the topic, visible to the student and reviewable by the school office — conversations happen where the institution can see them, exactly as in a classroom.

Child safety →

Yes to all three, and without ceremony. See: the simplest way is over the shoulder — your child’s own dashboard shows everything the system knows, and we’d encourage making it a weekly ritual together; formally, a parent or guardian can request a full copy of the personal data we hold. Export: study history comes out in a portable, machine-readable format — yours to keep, useful if you ever move on. Delete: one email closes the account and removes personal data within 30 days, leaving only anonymous aggregates that can’t be traced back to a person. All requests go to privacy@prepshorts.com — an email in plain words is enough, no legal phrasing needed. We acknowledge within 48 hours, answer within 7 days, resolve within 30, and if anything stalls, the Grievance Officer route on the data-protection page escalates it.

Here is the substance, checkable rather than vibes — including the part that is not finished. Under India’s DPDP Act 2023: there is no advertising in the product, and the analytics we do run — Google Analytics 4 and the Meta Pixel, through Google Tag Manager — are named in the privacy policy with what they receive; and a Grievance Officer answers at grievance@prepshorts.com with escalation to the Data Protection Board of India. Consent works two ways, depending on how a student arrived: for a school-linked account the school is the Data Fiduciary and consent runs through its own enrolment, and for a student who joins on their own we rely on the account holder’s consent and collect only what teaching needs — no parent contact, no household details, nothing about anyone but the learner. Where GDPR reaches — an EU family, an international school — we apply controller/processor terms, 72-hour breach notification and Chapter V transfer safeguards; rather than run two standards we apply the stricter rule everywhere. Roles, lawful bases, the sub-processor list and the breach plan are published on the data-protection page, and the retention schedule is §7 of the privacy policy. The processing annexe schools sign is in preparation; ask and we will send it as soon as it is ready.

Data protection & GDPR →

Stronger than aligned — derived. ‘Aligned’ usually means someone mapped their own content onto a syllabus grid afterwards; PrepShorts is built from the book itself, page by page. Every topic begins as a written brief of one printed section — its thesis, objectives, figures, activities, misconceptions and exact page range — reviewed by subject teachers against the physical book before a single frame is recorded. That’s why videos cite figures by their printed numbers, why section markers sit at the book’s own landmarks, why the activities are the book’s activities with the book’s tables, and why nothing is taught that the chapter doesn’t teach. It’s also why the progress map reads like the book’s contents page: it is one. The coverage page accounts for every chapter of every book we’ve touched, with topic counts and video time.

NCERT coverage →

Mathematics, Classes 6 to 12 — Ganita Prakash for Classes 6, 7 and 8, Class 9 Mathematics, and the Class 10, 11 and 12 books — 708 topics across 88 chapters, every topic with its pages, key terms, misconceptions and check. Videos are live for Classes 6 to 12 today. Nothing is half-shipped: we release whole chapters rather than scattered highlights, because half a chapter is a broken promise to a class working through it — a chapter goes live when every one of its topics is ready.

No, and that is a decision rather than a gap. PrepShorts is mathematics and nothing else: a school that starts with Class 6 meets us again as its students move up, in the same subject, with the same shape of page. Two rules govern how the books were made and they are the reason for the narrowness: book first, videos made from it — never a subject before its NCERT text is settled; and whole chapters only, because half a chapter is a broken promise to a class working through it. Doing that for one subject across seven classes is the work. Doing it for four would mean doing none of them properly.

No, and it’s worth being precise about why. A teacher does three things PrepShorts deliberately doesn’t: they decide — what the class revises, when to move on, who needs a conversation; they explain responsively — reading a confused face and finding the third way of saying it; and they hold authority — the exam’s answer is the teacher’s answer. PrepShorts does the things software honestly can: it guarantees every topic has a patient first explanation available at 9 pm; it remembers perfectly — what’s covered, what’s weak, which minute of which video confused whom; and it reports truthfully to the teacher, who then teaches better-informed. For families weighing tuition: try the companion plus the school’s own teachers first — with doubts answered and weak topics named, many students simply don’t need a third classroom. But that’s a family’s call, and PrepShorts works alongside tuition too.

Tell us, and expect it fixed — this is a promise with a process behind it. Write to content@prepshorts.com with the topic, the page number of the printed book, and the video minute if it’s in a video; a screenshot or phone photo of the page helps. What happens next: corrections editor confirms against the same edition (editions matter — reprints shift page numbers, so tell us which printing you have if you can); confirmed text errors ship within days; video errors get a corrected cut, and until it lands the topic page carries a visible correction note — we’d rather flag an error than let it teach quietly. You get a reply either way, including when the book is right and we can explain why. Sharp-eyed students get credited in the correction note if they’d like — catching an error against the source is exactly the reading habit the whole product is trying to build.

Prep, in shorts — short videos, one per topic, and the name is the product spec. The unit of the product is deliberately small: not a three-hour lecture, not a whole-chapter marathon, but an 8–13 minute video cut to one printed section of the book, because one section in one honest sitting is how a syllabus actually gets covered. ‘Short’ also disciplines us, the makers: a video that must stay short can’t wander from the pages, can’t pad, can’t perform — it has to read the figure, do the activity, work the example and stop. And short is what real study time looks like: fifteen minutes on the family phone between dinner and homework. We considered grander names. But students don’t need another institution — they need the next section of the book, taught properly, in the time they actually have. That’s what a PrepShort is.