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Challenge slide design with 5-7 pedagogical questions. Checks ordering, prerequisites, and cognitive load.
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Baseado na classificação ocupacional SOC
Read MEMORY.md at session start and apply [LEARN:tag] corrections; when the user corrects you, append [LEARN:category] wrong → right to MEMORY.md. Use when starting work on this project or when the user gives a correction to remember.
Run holistic pedagogical review on lecture slides. Checks 13 patterns: narrative arc, notation density, pacing, motivation before formalism, worked examples, fragment reveals, box hierarchy. Use when the user asks for pedagogy or teaching-quality review of slides.
Run proofreading on lecture files (.tex or .qmd). Checks grammar, typos, overflow, consistency, and academic quality. Produces a report only; does not edit files. Use when the user asks to proofread slides or check grammar/typos in lecture content.
Adversarial QA comparing Quarto slides to Beamer benchmark. Run critic (find issues) then fixer (apply fixes); repeat until approved or max 5 rounds. Use when the user asks to QA Quarto vs Beamer or validate a lecture translation.
Review R scripts for code quality, reproducibility, and domain correctness. Checks set.seed, paths, structure, figure quality, and conventions. Use when the user asks to review R code or check scripts in scripts/R or Figures.
Run combined multi-dimensional slide review: visual audit, pedagogy review, and proofreading (and optionally TikZ parity). Use when the user asks for full or comprehensive slide review before a milestone.
| name | devils-advocate |
| description | Challenge slide design with 5-7 pedagogical questions. Checks ordering, prerequisites, and cognitive load. |
| disable-model-invocation | true |
| argument-hint | [Lecture filename] |
| allowed-tools | ["Read","Grep","Glob"] |
Critically examine a slide deck and challenge its design with 5-7 specific pedagogical questions.
Philosophy: "We arrive at the best possible presentation through active dialogue."
.claude/rules/ for notation conventions and narrative arcGenerate 5-7 challenges from these categories:
"Could students understand this better if we showed X before Y?"
"Do students have the background for this notation at this point?"
"Should we include an intuitive example before this formal proof?"
"Here are 2 other ways to visualize/present this concept."
"This symbol conflicts with earlier lecture usage."
"This slide has too many new symbols. Can we split?"
"If this becomes a book chapter, does this section stand alone?"
# Devil's Advocate: [Lecture Title]
## Challenges
### Challenge 1: [Category] — [Short title]
**Question:** [The specific pedagogical question]
**Why it matters:** [What could go wrong]
**Suggested resolution:** [Specific action]
**Slides affected:** [Numbers or titles]
**Severity:** [High / Medium / Low]
[Repeat for 5-7 challenges]
## Summary Verdict
**Strengths:** [2-3 things done well]
**Critical changes:** [0-2 changes before teaching]
**Suggested improvements:** [2-3 nice-to-have changes]