🎓 Module 04: Lessons
4.1: A Weird Fact about What People Want
In this lesson you learned:
- The #1 question in your future students’ minds is: “What’s in it for me?”
- You can’t just give people what they want because they often don’t have a clear idea of what it is that they want
- The shift that makes your course more appealing is translating your market’s vague and high-level goal to a specific and desirable destination
4.2: The Only 4 Results that Matter
In this lesson you learned:
- Some results are harder to pin down than others because they are more internal (rather than external) or more fluid (rather than stable)
- You can design a desirable destination for your course by offering students a new asset, a new ability, a new status or a new reality
4.3: Choosing the Right Destination
In this lesson you learned:
- The three steps for choosing your course destination are: brainstorm results your course could offer (using the four lenses), notice which results are genuinely different, and use your gut instinct (plus market research) to choose the most appealing result or results
- How to brainstorm different results for the example goal of “improved fitness”
- You can give your destination a reality check by asking: “Are you confident?” (about guiding your market to this destination) and “Is it realistic?” (to reach this destination with the type of course you’ve decided to build).
4.4: How Big of a “LEAP” is Enough?
In this lesson you learned:
- The challenge you face with certain goals is that they could take years to fully achieve
- You can tackle worryingly big results by getting students to a meaningful midpoint called the LEAP (“Look! Evidence of Actual Progress”)
- You can dial back your destination by targeting an earlier point in the journey, or solving a smaller part of the puzzle
4.5: The Anatomy of a Powerful Promise
In this lesson you learned:
- The difference between a goal (high-level “want” of your target market), a destination (a place in the future where some version of that goal has been achieved) and a result (a specific outcome, e.g., new asset, ability, status or reality) that students get.
- A simple template for getting clarity on your course’s central promise is: [Course] helps [Group] to [Result(s)] so that [Reason]
- Four examples of the template in action
4.6: What’s Your Unique Advantage?
In this lesson you learned:
- The remaining step to making your course an easy decision is: market positioning
- You can differentiate your course by including valuable tools, having an original process, or leveraging some other unique attribute of your course that’s difficult for others to replicate
- A simple template for describing your unique advantage is: [Course] is [Adjective] than other options because [Attribute]
đź’Ş Module 04: Assignments
[A01] Brainstorm some relevant results
Brainstorm some ideas for relevant results your course could deliver for its target market.
- What will they have? (Asset lens)
- What will they be able to do? (Ability lens)
- What label will they have earned? (Status lens)
- What will their daily experience be like? (Reality lens)
[A02] Draft your powerful promise
Draft a one-sentence “promise” that describes what your course helps its target market to achieve using the following template:
[Course] helps [Group] to [Results] so that [Reason]
[A03] Describe your unique advantage
Write a one-sentence “positioning statement” for your course explaining how it is different from other options. Use the following template:
[Course] is [Adjective] than other options because [Attribute]