jeffreytse/grimoire-core - Page 22

design-data-tables

Use when displaying tabular data — to make rows scannable, support sorting and filtering, handle bulk actions, and adapt to mobile breakpoints without destroying the data structure.

design-empty-states

Use when designing screens that appear before content exists — first use, no-results, user-cleared state, or error — to orient users and guide the next action instead of showing a blank screen.

design-feedback-patterns

Use when designing system responses to user actions — form submission, data save, deletion, errors, and confirmations — to tell users what happened, what went wrong, and what to do next.

design-information-architecture

Use when organizing content, navigation, or features in a product so users can find what they need without confusion

design-loading-states

Use when a UI action triggers a wait of 0.1 seconds or more — to communicate system progress, prevent duplicate submissions, and maintain perceived performance.

design-navigation-patterns

Use when choosing or designing primary navigation for a website or app — to select the right structural pattern (top nav, side nav, tabs, bottom nav) for the content depth and device context, and avoid the anti-patterns that account for the majority of…

design-search-ux

Use when designing a search feature for a website or application — to structure the input, autocomplete, results list, and zero/no-results states so users find what they need with minimal friction.

design-visual-hierarchy

Use when designing any screen layout — to arrange elements so the eye naturally travels from most to least important, reducing the cognitive effort required to parse the page.

run-usability-test

Use when validating a UI design, prototype, or live product with real users to find usability problems before or after launch

write-design-brief

Use when starting a design project, commissioning design work, or aligning stakeholders before any visual design begins

write-microcopy

Use when writing button labels, error messages, placeholder text, helper text, empty state copy, and tooltip content — to make UI text specific, actionable, and honest.

write-semantic-html-structure

Use when building or reviewing a web page's HTML structure — to ensure heading hierarchy, landmark regions, and semantic elements convey the correct document outline to screen readers and assistive technology.

design-formative-assessment-strategy

Use when designing formative assessment strategies to provide ongoing feedback and guide learning during instruction

design-rubric

Use when creating assessment rubrics for evaluating student work, projects, or performance with clear, objective criteria

apply-retrieval-practice

Use when designing study strategies or instructional activities that use testing and recall to strengthen long-term memory

apply-spaced-repetition

Use when designing a learning or study system that schedules review sessions to maximize long-term retention with minimum time investment

design-competency-framework

Use when defining or structuring the skills, knowledge, and behaviors required for a role, profession, or learning pathway

design-learning-objective

Use when designing a course, lesson, module, or training program and need to define what learners will be able to do after instruction

design-learning-objectives

Use when writing learning objectives for a course, lesson, or training program that are measurable and aligned to instructional activities

design-spaced-repetition

Use when designing a curriculum, flashcard deck, or study system intended to maximize long-term retention of facts, concepts, or procedures

write-rubric

Use when designing an assessment rubric for a complex task, project, or performance where multiple criteria must be evaluated consistently

design-gamification-system

Use when adding gamification mechanics to a learning, product, or engagement system to increase motivation, participation, and completion

design-microlearning-module

Use when designing a short, focused learning module (3–10 minutes) targeting a single skill or knowledge application

design-online-course

Use when designing an online course structure including learning objectives, module sequencing, assessment, and delivery format

apply-cornell-notes

Use when taking notes during a lecture, seminar, class, or while reading a dense text — to capture information in a structured three-section format that builds in review, retrieval practice, and summarization without extra study sessions.

apply-feynman-technique

Use when learning a new concept, diagnosing why understanding feels shallow, or preparing to explain complex material — to verify genuine comprehension by explaining the topic in plain language, identify exactly where the explanation breaks down, and fill…

apply-memory-palace

Use when memorizing large ordered sequences — speech outlines, vocabulary lists, historical dates, names, numbers, or any information that must be recalled in sequence without notes.

apply-mind-mapping

Use when brainstorming, exploring relationships between concepts, planning a project scope, or creating an overview of a topic — to generate and organize ideas visually as a radial network rather than a linear list.

apply-sq3r

Use when reading a textbook chapter, research paper, technical document, or any dense non-fiction text — to maximize comprehension and retention on first pass by converting passive reading into active questioning and retrieval.

apply-socratic-questioning

Use when facilitating discussion, coaching, or teaching that develops critical thinking through structured questions rather than direct instruction

design-active-learning-session

Use when designing classroom or online sessions that replace passive lecturing with activities requiring learner mental engagement and practice

design-formative-assessment

Use when designing in-lesson or mid-unit checks that help teachers adjust instruction and help learners self-correct before a summative assessment

run-flipped-classroom

Use when redesigning a course so that content delivery happens outside class (video, readings) and class time is used for practice, discussion, and application

run-peer-learning-session

Use when facilitating a structured session where learners teach, review, or problem-solve together in pairs or small groups to deepen understanding and develop metacognitive skills

run-retrospective-session

Use when facilitating a learning retrospective after a course, project, or experience to help participants extract and apply lessons

apply-llm-output-sanitization

Use when rendering LLM-generated text in a browser, executing LLM-generated code, or inserting LLM output into a database or downstream system — any place LLM output leaves the AI layer and enters another execution context.

apply-llm-resource-limits

Use when building applications that make LLM API calls, run inference locally, or build agentic systems — to prevent runaway costs, infinite loops, and denial of service via unrestricted model consumption.

audit-llm-data-disclosure

Use when deploying an LLM application that may have been trained on or given access to sensitive data — to assess the risk of the model leaking PII, proprietary information, or confidential context through its outputs.

audit-llm-output

Use when evaluating, auditing, or improving the quality, factual accuracy, or safety of LLM-generated outputs

audit-model-fairness

Use when deploying ML models that make decisions affecting people (hiring, lending, healthcare, content moderation) or when required by regulation to assess algorithmic bias