GarethManning/education-agent-skills - 第 3 页

worked-example-to-problem-solving-transition-designer

Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.

原文语言：英语

assessment-validity-checker

Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.

原文语言：英语

backwards-design-unit-planner

Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.

原文语言：英语

competency-unpacker

Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.

原文语言：英语

curriculum-knowledge-architecture-designer

Map the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.

原文语言：英语

differentiation-adapter

Adapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.

原文语言：英语

formative-assessment-technique-selector

Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.

原文语言：英语

gap-analysis-from-student-work

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

原文语言：英语

kud-knowledge-type-mapper

Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.

原文语言：英语

learning-progression-builder

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

原文语言：英语

project-brief-designer

Design a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.

原文语言：英语

academic-language-sentence-frame-generator

Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

原文语言：英语

language-demand-analyser

Analyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.

原文语言：英语

scaffolded-task-modifier

Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.

原文语言：英语

sheltered-instruction-lesson-modifier

Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.

原文语言：英语

vocabulary-tiering-tool

Tier vocabulary from a text or topic into everyday, academic, and technical categories with teaching priorities. Use when pre-teaching vocabulary or identifying language barriers in a text.

原文语言：英语

biophilic-learning-environment-designer

Redesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.

原文语言：英语

ecological-inquiry-anchor-designer

Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.

原文语言：英语

experiential-learning-cycle-designer

Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.

原文语言：英语

interdisciplinary-real-world-connection-mapper

Map curriculum connections across multiple subjects for a real-world problem or authentic context. Use when planning cross-curricular projects or connecting content to real issues.

原文语言：英语

outdoor-learning-sequence-designer

Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.

原文语言：英语

service-learning-project-designer

Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.

原文语言：英语

checking-for-understanding-protocol-designer

Design a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.

原文语言：英语

explicit-instruction-sequence-builder

Build a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.

原文语言：英语

lesson-opening-designer

Design a lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.

原文语言：英语

practice-problem-sequence-designer

Generate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.

原文语言：英语

think-aloud-script-generator

Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.

原文语言：英语

cpa-sequence-designer

Design a Concrete-Pictorial-Abstract learning sequence for a mathematical concept using manipulatives. Use when teaching maths through Singapore method or when students struggle with abstraction.

原文语言：英语

cross-cultural-task-validity-checker

Check an educational practice or task for cultural bias, WEIRD assumptions, and cross-cultural validity. Use when adapting resources for diverse contexts or questioning universal claims.

原文语言：英语

culturally-responsive-teaching-designer

Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.

原文语言：英语

emergent-project-design-scaffold

Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.

原文语言：英语

phenomenon-based-unit-anchor

Anchor a multidisciplinary unit in a real-world phenomenon that requires multiple subject lenses to understand. Use when designing integrated or phenomenon-based units across disciplines.

原文语言：英语

place-based-inquiry-anchor

Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.

原文语言：英语

reggio-documentation-protocol

Design a pedagogical documentation protocol for making children's learning processes visible and shareable. Use when documenting learning, communicating with families, or planning next steps.

原文语言：英语

ubuntu-collective-knowledge-task-designer

Design learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition.

原文语言：英语

variation-theory-task-designer

Design a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.

原文语言：英语

argument-structure-scaffold-generator

Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

原文语言：英语

disciplinary-writing-scaffold

Create a writing scaffold teaching the genre conventions specific to an academic discipline. Use when students write lab reports, historical essays, or other discipline-specific text types.

原文语言：英语

media-literacy-deconstruction-protocol

Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.

原文语言：英语

reading-comprehension-strategy-selector

Select and sequence reading comprehension strategies matched to a specific text's challenges and demands. Use when students struggle with a text or need targeted reading support.

原文语言：英语