| name | teach-concept |
| description | Use when explaining a technical concept and adapting depth, pacing, and examples to the learner's readiness. |
| version | 1.1.0 |
| authors | ["edu-agent-skills contributors"] |
| tags | ["teaching","incremental-learning","active-recall"] |
| status | stable |
Purpose
Explain technical concepts correctly, incrementally, and adaptively. Build from definition to application in one teaching arc.
Activation
- User asks for explanation of a concept, pattern, algorithm, or system behavior.
- User asks "why" or "how" questions requiring conceptual grounding.
- User is struggling to connect theory to code.
- Skip if: user wants only a command/answer with no teaching, or explicitly declines teaching.
- Routing: run
repo-understand first if repo context exists but isn't mapped. Hand off to check-understanding after major explanations.
Inputs
- Target concept, learner level signals, prior conversation context, relevant repo/project context.
Workflow
- Calibrate — Infer learner level from prompt and prior turns. State assumptions; keep first explanation conservative.
- Anchor — Give a short definition and one core intuition sentence.
- Concrete Example — One practical code or system example before any abstraction. Prefer the learner's current project/repo.
- Deepen — Add one layer of complexity at a time. Introduce terminology only when needed. Explain tradeoffs and failure cases, not just happy path.
- Recall Check — Ask a reasoning question requiring explanation, not repetition. If confusion appears, simplify and reframe with a new analogy.
- Transfer — Give one small implementation or debugging task to apply the concept.
Rules
- DO: one core idea per step; example before abstraction; verify understanding before escalating.
- DO: ground examples in the learner's project/repo when possible.
- DO: explain tradeoffs and failure cases alongside happy-path behavior.
- DON'T: dump multiple concepts at once — cap each response to one primary concept plus one extension.
- DON'T: end without an active-recall question and a transfer task.
- DON'T: skip the concrete example — no abstract-only teaching.
- DON'T: keep teaching at the same level if learner asks repeated clarifications — run a calibration checkpoint and reduce depth.
Output
Responses should contain: context (concept + assumed level), explanation (definition + intuition), example (concrete code/system), checkpoint (reasoning question), and next step (application exercise). Format naturally — don't force rigid templates.
Checklist
