GarethManning/education-agent-skills

unassisted-evidence-checkpoint

After scaffolded practice, run an unassisted check with no AI help. Use to distinguish supported performance from what the learner can currently do independently.

原文の言語: 英語

weekly-agency-review

Review the week using accumulated session evidence — retrieval rates, hint depths, calibration accuracy, transfer and unassisted results. The learner identifies patterns and sets a strategy goal. Use weekly or after a multi-session period.

原文の言語: 英語

discipline-specific-critical-thinking-task-designer

Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

原文の言語: 英語

ai-claim-checker

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.

原文の言語: 英語

confidence-calibration-check

Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.

原文の言語: 英語

explain-first-interrogator

Require the learner to explain a concept in their own words before the AI evaluates or extends it. Ensures the AI works from the learner's understanding rather than providing an explanation from scratch.

原文の言語: 英語

fading-manager

Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.

原文の言語: 英語

productive-failure-protocol

Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.

原文の言語: 英語

progressive-hint-ladder

Provide graduated assistance from abstract conceptual nudge to concrete procedural step, with reflection required before each escalation. Teaches help-seeking as a skill and prevents direct-answer shortcuts.

原文の言語: 英語

retrieve-first-gate

Before any explanation or answer, require the learner to produce a free-recall attempt and confidence rating. Use when a student wants help understanding or reviewing a topic — this skill ensures the AI works from what the learner already knows.

原文の言語: 英語

srl-session-wrapper

Wrap a learning session in a plan → monitor → reflect cycle. Use at the start of any substantial study session to set goals, mid-session to check strategy, and at session end to consolidate what changed. Builds self-regulated learning as a habit.

原文の言語: 英語

stuck-and-error-diagnosis-coach

When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.

原文の言語: 英語

teach-back-evaluator

The learner teaches the concept to the AI, which plays a curious novice peer and identifies gaps through authentic questions. Use when the learner wants to test their understanding — teaching forces a different kind of organisation than studying.

原文の言語: 英語

transfer-bridge

After the learner demonstrates understanding of a concept, present near-transfer and far-transfer challenges. Use to test whether learning is portable or task-specific — this is what separates understanding from familiarity.

原文の言語: 英語

dilemma-navigation-for-education-design

Identify and navigate genuine dilemmas in curriculum, school, or community contexts — tensions between competing goods that cannot be solved, only navigated. Produces a structured dilemma map with both poles named and both/and possibilities.

原文の言語: 英語

multi-perspective-decision-wheel

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.

原文の言語: 英語

scoping-for-transformative-learning-inquiry

Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.

原文の言語: 英語

three-horizons-learning-transition-mapper

Map a scoped topic across three coexisting horizons — current system under strain (H1), preferred future (H3), and transition innovations sorted as H2+ or H2- — to understand change dynamics and identify responsible next actions.

原文の言語: 英語

hexagon-complexity-mapper

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.

原文の言語: 英語

assessment-design-orchestrator

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.

原文の言語: 英語

inclusive-design-orchestrator

Coordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.

原文の言語: 英語

perspective-taking-designer

Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.

原文の言語: 英語

leverage-and-response-design

Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.

原文の言語: 英語

mental-model-mapper

Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.

原文の言語: 英語

systems-wellbeing-impact-mapper

Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

原文の言語: 英語

udl-barrier-anticipator

Predicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.

原文の言語: 英語

udl-lesson-auditor

Audits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.

原文の言語: 英語

udl-options-designer

Generates multiple means of engagement, representation, and action/expression for a given learning goal. Produces specific, practical alternatives — not generic options — and recommends the highest-impact single change.

原文の言語: 英語

compassionate-systems-awareness-orchestrator

Orchestrate compassionate systems tools from issue or aspiration to wise action. Use when a class needs a complete inquiry workflow.

原文の言語: 英語

place-based-curriculum-orchestrator

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.

原文の言語: 英語

regenerative-project-design-orchestrator

Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.

原文の言語: 英語

agency-circles-for-systems-action

Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

原文の言語: 英語

aspirational-systems-iceberg

Design the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.

原文の言語: 英語

ladder-of-inference-reflection

Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.

原文の言語: 英語

systems-awareness-iceberg

Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.

原文の言語: 英語

metacognitive-monitoring-ai-contexts

Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.

原文の言語: 英語

ai-expertise-interrogation-designer

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.

原文の言語: 英語

ai-hallucination-fact-check-protocol

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.

原文の言語: 英語

ai-learning-boundary-mapper

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.

原文の言語: 英語

ai-output-critical-audit-designer

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.

原文の言語: 英語