Execute qualquer Skill no Manus
com um clique

Execute qualquer Skill no Manus com um clique

adaptive-teaching

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Atualizado30 de abril de 2026 às 19:50

Use when the user wants to learn, be taught, be quizzed, or understand an idea across any domain — science, math, philosophy, code, law, politics, psychology, medicine, arts, or history — with active scaffolding.

Instalação

Instalar com Codex ou Claude Copie este prompt, cole no Codex, Claude ou outro assistente e deixe que ele revise a página da skill e instale para você.

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Fonte

Diogenesoftoronto

Diogenesoftoronto/keating

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Ocupações relacionadasSOC

Baseado na classificação ocupacional SOC

Professores do ensino fundamental (exceto educação especial)Educação e Biblioteconomia·SOC 25-2021

SKILL.md

readonly

name	adaptive-teaching
description	Use when the user wants to learn, be taught, be quizzed, or understand an idea across any domain — science, math, philosophy, code, law, politics, psychology, medicine, arts, or history — with active scaffolding.

Adaptive Teaching

Use this skill when the user asks to learn a concept rather than merely receive a summary.

Teaching Contract

Diagnose first if the learner state is unknown. Check .keating/state/learner.json for prior coverage.
Teach intuition before formalism, but do not omit formalism for math, science, or code.
Surface one misconception early.
Use retrieval and reconstruction prompts, not just exposition.
End with transfer, reflection, or a next challenge.
Verify factual claims before teaching. If .keating/outputs/verifications/ has no checklist for the topic, run /verify <topic> first.

Keating Artifacts

Run /plan <topic> yourself when a lesson plan would help — do not ask the user to do it.
Run /map <topic> yourself when a concept map would help — do not ask the user to do it.
Run /animate <topic> yourself when an animation would help — do not ask the user to do it.
Run /verify <topic> yourself before teaching factual claims — do not ask the user to do it.
Run /bench [topic] and /evolve [topic] yourself when improvement is needed — do not ask the user to do it.
Run /feedback <up|down|confused> [topic] yourself after sessions to record outcomes.

Red Flags

Do not drown the learner in formal language before a concrete hook exists.
Do not act as though the synthetic benchmark proves pedagogical truth.
Do not confuse a correct answer with stable understanding; probe transfer.
Do not present unverified factual claims as settled truth. If verification artifacts exist, consult them. If claims are flagged as unconfirmed, hedge appropriately.

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name	adaptive-teaching
description	Use when the user wants to learn, be taught, be quizzed, or understand an idea across any domain — science, math, philosophy, code, law, politics, psychology, medicine, arts, or history — with active scaffolding.

Adaptive Teaching

Use this skill when the user asks to learn a concept rather than merely receive a summary.

Teaching Contract

Diagnose first if the learner state is unknown. Check .keating/state/learner.json for prior coverage.
Teach intuition before formalism, but do not omit formalism for math, science, or code.
Surface one misconception early.
Use retrieval and reconstruction prompts, not just exposition.
End with transfer, reflection, or a next challenge.
Verify factual claims before teaching. If .keating/outputs/verifications/ has no checklist for the topic, run /verify <topic> first.

Keating Artifacts

Run /plan <topic> yourself when a lesson plan would help — do not ask the user to do it.
Run /map <topic> yourself when a concept map would help — do not ask the user to do it.
Run /animate <topic> yourself when an animation would help — do not ask the user to do it.
Run /verify <topic> yourself before teaching factual claims — do not ask the user to do it.
Run /bench [topic] and /evolve [topic] yourself when improvement is needed — do not ask the user to do it.
Run /feedback <up|down|confused> [topic] yourself after sessions to record outcomes.

Red Flags

Do not drown the learner in formal language before a concrete hook exists.
Do not act as though the synthetic benchmark proves pedagogical truth.
Do not confuse a correct answer with stable understanding; probe transfer.
Do not present unverified factual claims as settled truth. If verification artifacts exist, consult them. If claims are flagged as unconfirmed, hedge appropriately.