| “We have 20 teacher hours per learner” | A costing allocation is mistaken for individual contact and peak capacity. | Reconstruct the actual shared, individual, preparation, checking, and final-week rows. |
| “One meeting supports twice the class” | Individual checking and conversations grow even when group time does not. | Add competent capacity, divide the group, redesign the contribution, or delay. |
| “Peers can grade it” | Peer review may lack domain competence, calibration, independence, or authority. | Use peers to prepare feedback and preserve the qualified assessor contribution. |
| “The platform gives feedback” | The provider, information content, latency, and correction opportunity are hidden. | Name the exact feedback contribution and its evidence, timing, and recipient. |
| “AI saves the teacher’s time” | Prompting, checking, correction, data limits, and escalations are omitted. | Compare the complete human-plus-tool workload and preserve consequential judgement. |
| “A licence means access” | Credentials can coexist with missing data, permission, interface, or usable timing. | Test access for the actual task and window. |
| “Supervised participation proves capability” | Participation, entrusted access, and supported output answer different questions. | Record the support configuration and obtain the applicable performance evidence. |
| “We should train every provider” | Existing qualified contributions are ignored and HCD.8 becomes ritual. | Use the available provider; build only the exact missing capability. |