learning-plan-skill

name	learning-plan-skill
description	Build or revise a prerequisite-aware objective map with observable mastery gates from a diagnosed learner goal and source material.
allowed-tools	["read_file","list_dir","grep_search","glob_files","fetch_url","web_search","research_note","research_brief","artifact_write","write_file","edit_file"]

Learning objective map

Overview

Build a small dependency map from the learner's diagnosed starting point to an observable target capability. Each objective has a type, prerequisite, mastery gate, and review rule; lesson presentation belongs to separate workflows.

When to Use

Use after learner diagnosis when creating or revising a curriculum, mastery path, study sequence, or objective map from supplied learning material.

Workflow

1. Confirm the observable target capability, diagnosed starting point, constraints, deadline, and authoritative learning material.
2. Decompose the target into small objectives and classify each as memory, procedure, concept, or design judgment. Do not combine different gate types merely because they share a topic.
3. Map prerequisites and remove objectives that do not contribute to the target. Keep each objective small enough to explain and assess in a short cycle.
4. Define objective-specific mastery evidence: accurate recall for memory, unaided execution and transfer for procedures, own-words explanation for concepts, and reasoned trade-off decisions for design judgment.
5. Order the initial path by prerequisites, but let demonstrated prior knowledge test out only through the same mastery gate. Add spaced reviews for mastered items rather than treating mastery as permanent.
6. Publish the map with statuses, next objective, gate, and due-review rule. Revise it only from diagnosis or assessment evidence, not learner confidence.

Verification

• The target and diagnosed starting point are explicit.
• Every objective has one type, prerequisites, and observable mastery evidence.
• Source-backed claims preserve their provenance.
• Advancement and review are controlled by evidence, not completion or confidence.

Red Flags

• A long syllabus whose objectives have no gates.
• Mixing memory, procedure, concept, and judgment into one untestable objective.
• Advancing because material was presented or time was spent.