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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.
Design a structured goal-setting protocol using SMART or implementation-intention frameworks for students. Use when launching units, projects, or developing student self-direction habits.
Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.
Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.
Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.
Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.
Create if-then implementation intentions and WOOP plans for specific student behaviour change goals. Use when students know what to do but struggle to follow through on habits or routines.
Coordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.
Explain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.
Generate a coaching conversation guide with questions, protocols, and follow-up actions for a teaching focus. Use when preparing for coaching sessions, mentoring, or peer feedback conversations.
Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.
Map curriculum connections across multiple subjects for a real-world problem or authentic context. Use when planning cross-curricular projects or connecting content to real issues.
Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.
Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
Analyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.
Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.
Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.
Design a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.
Design a lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.
Design a complete lesson study cycle from research question through collaborative planning to research lesson. Use when planning jugyou kenkyuu or collaborative teacher inquiry into practice.
Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.
Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.
Design a learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.
Diagnose motivation problems in a task using self-determination theory and redesign for autonomy, competence, and relatedness. Use when students are disengaged, resistant, or going through the motions.
Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.
Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.
Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
Develop pedagogical content knowledge for a topic by surfacing common misconceptions and effective representations. Use when preparing to teach unfamiliar content or improving teaching of hard topics.
Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
Anchor a multidisciplinary unit in a real-world phenomenon that requires multiple subject lenses to understand. Use when designing integrated or phenomenon-based units across disciplines.
Present pathway options and orchestrate place-based curriculum design from a local place, curriculum requirement, or community issue. Use when place should become a primary text for learning.
Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.