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SkillsMP has collected 1,102 skills from nota-america/forgecat-agent-profiles. Open a skill to review its source and details.
nota-america/forgecat-agent-profilesShowing 40 of 1,102 collected skills.
Publish, read, comment on, or edit markdown in Proof. Use for Proof links, sharing specs/plans/drafts, or publish handoffs from planning workflows; avoid proofread, math, evidence, or proof-of-concept meanings.
Resolve PR review feedback. Use when addressing review comments, resolving review threads, or fixing code-review feedback.
Analyze Riffrec feedback captures from bundles or standalone recordings. Always load for `riffrec-*.zip`, `session.json` + `events.json` + `recording.webm` + `voice.webm` bundles, `.mp4`/`.mov`/`.webm` videos, `.m4a`/`.mp3`/`.wav` audio, or capture/share…
Check Compound Engineering health and repo-local config.
Simplify recently changed code for clarity, reuse, quality, and efficiency while preserving behavior. Use for tidy/refactor passes; use ce-debug for bugs.
Run browser tests for pages affected by the current branch or PR.
Build and test iOS apps on simulator with XcodeBuildMCP.
Execute a plan or concrete work prompt end-to-end. Use when implementing from docs/plans, a spec path, or a clear build request; use ce-debug for open-ended bugs.
Set up isolated git worktrees. Use when starting isolated work, or when ce-work/ce-code-review offers a worktree option; detect existing isolation first.
Run the full hands-off engineering pipeline from planning through a green PR.
Resolve PR review feedback. Use when addressing review comments, resolving review threads, or fixing code-review feedback.
Check Compound Engineering health and repo-local config.
Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.
Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
Generate scaffolds that gradually increase student choice, voice, and ownership within a learning task. Use when students depend heavily on teacher direction and need to develop autonomy.
After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.
Design a Funhouse Mirror activity where students use their own domain expertise to detect AI distortions, omissions, and overconfidence. Use when students know a subject well enough to evaluate AI claims about it.
Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.
Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
Design a fact-checking protocol for AI-generated text, extending SIFT with AI-specific adaptations for hallucination detection. Use when students need to verify AI claims and citations.
Map which elements of an assignment benefit from AI assistance vs. which AI use undermines. Use when redesigning tasks for AI-age classrooms or setting defensible AI use policies for specific assignments.
Design a structured protocol for auditing AI-generated text against Ennis's six CT standards. Use when students need to critically evaluate AI output in any subject.
Design a multi-round questioning sequence for interrogating AI chatbot answers, tracking how responses shift and distinguishing genuine updates from sycophantic capitulation. Use when teaching students to probe AI critically.
Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.
Design the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.
Routes between five assessment pathways — formative, rubric/criteria, authentic/performance, peer/self, and diagnostic — with validity and equity checks. Use when a teacher needs help choosing how to assess.
Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
Design a moment of awe or wonder that hooks curiosity and deepens emotional engagement with content. Use when opening units, introducing surprising material, or reigniting student interest.
Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.
Redesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.
Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.
Design a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.
Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.
Analyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
Map knowledge components and skill hierarchies for a cognitive tutoring system or adaptive learning platform. Use when designing intelligent tutoring software or skill-based mastery systems.
Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.
Orchestrate compassionate systems tools from issue or aspiration to wise action. Use when a class needs a complete inquiry workflow.
Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.