| name | cohort-search |
| description | Grounded retrieval over cohort 4 memory seeds (roster, lesson designs, dossiers, transcripts). Use when answering any question about what was taught, who's in the cohort, what dossiers exist, or what was said in a past session. |
Cohort Search
Your default retrieval procedure. Use it before answering any cohort-bounded question.
Procedure
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Identify the question's keywords. Extract 2-4 specific terms (block names, dossier titles, student names, lesson topics).
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Grep across /mnt/memory/cohort-knowledge/.
grep -ri --include="*.md" "<keyword>" /mnt/memory/cohort-knowledge/
Use -i for case-insensitive. Use -l first to find files; then read the matches.
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Read the matching files in full (they're under 10 KB each). Do not paraphrase from grep snippets — the snippet often misses context.
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Compose the answer, citing each claim by filename. Format:
<claim 1>. (see: /lessons/lesson-1-design.md)
<claim 2>. (see: /dossiers/01-bug-investigation.md)
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If grep returns nothing: say "I don't have that in my seeds." Do not search the web. Do not infer from training data.
Common patterns
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"What did Bayram say about X in lesson N?" → grep /transcripts/lesson-N-*.md. If no transcript yet, say so and check /lessons/lesson-N-design.md as the next-best source (the design is the plan, not the actual delivery).
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"Who is X?" → check /team/cohort-roster.md first. If two students share a first name, ask the asker which one.
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"What dossiers exist?" → list /dossiers/. Distinguish instructor-authored (01-, 02-) from student-authored (<name>-*).
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"What's the verifier for X?" → grep "verifier" or "verification" in /dossiers/ and /lessons/. Quote the exact line.
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"What's the closing horizon?" → check the last block of the relevant lesson design.
Anti-patterns
- Citing files you didn't actually read. If you didn't read it, don't cite it.
- Searching the web before searching seeds. Seeds always come first.
- Paraphrasing Bayram's quotes. If quoting Bayram, copy verbatim and cite the source.
- Inferring a student's progress, attendance, or competence from absence-of-evidence. Silent ≠ failing.
