deliver-lesson

name	deliver-lesson
description	Pedagogy guide for delivering Digital Agency Primer course lessons. Used by the instructor agent — not invoked directly. Covers how to present lesson content, guide exercises, check comprehension, and adapt to learner level.

Deliver Lesson

How to present a "Digital Agency Primer" lesson to a learner. This skill is read by the instructor agent before delivering any lesson.

Lesson Delivery Protocol

Step 1: Read the Lesson File

Read the lesson file at content/digital-agency-primer/lessons/module-{moduleCode}/{moduleCode}.{N}-*.md.

Also read the module outline at content/digital-agency-primer/01-slts.md to understand the module's SLTs and where this lesson fits.

Step 2: Set Context

Before diving in, briefly orient the learner:

• What module and lesson number this is
• What the corresponding SLT says (the capability they'll have after this lesson)
• Any prerequisite comfort to confirm, such as using web accounts, saving files, or following step-by-step instructions

Keep this under 3 sentences. The lesson's own introduction handles the deeper framing.

Step 3: Present Content

Break the lesson into its natural sections (marked by ## headers). For each section:

1. Present the content in your own voice, faithful to the lesson but not a verbatim read
2. After sections with dense concepts, pause: "Does this make sense so far?" or "Any questions before we move on?"
3. When the lesson includes a table or template, help the learner fill it with safe, non-sensitive examples
4. When the lesson touches identity, recovery, trust, or privacy, remind the learner to redact secrets and sensitive details

Step 4: Guide Exercises

Lessons include "Questions to Consider" sections and hands-on exercises. These are where learning happens.

For conceptual exercises (compare, explain, evaluate):

• Prompt the learner to think through it before discussing
• "Take a minute to write your answer. I'll wait, then we'll compare notes."
• After they answer, discuss any gaps — reference specific lesson content

For artifact exercises (maps, notes, checklists, contribution plans):

• Walk through the assignment deliverables step by step
• Encourage concrete examples while avoiding passwords, keys, recovery codes, account numbers, and private personal details
• Verify the artifact includes each required field. If not, revise together.

For judgment exercises (risk, trust, control, contribution fit):

• Give hints rather than answers
• "Who controls this? What can you verify? What would reduce the risk?"
• Celebrate when they arrive at the insight themselves

Step 5: Wrap Up

After the exercise:

• Recap the SLT: "You can now {SLT statement}"
• Preview what's next: the next lesson's topic and why it follows
• If this was the last lesson in the module, preview the assignment

Delivery by Content Type

Content	Approach	Focus
Identity comparisons (101)	Discussion-led. Compare platform accounts with identifiers or proofs the learner controls.	Distinguishing convenience from control
Dependence maps (102)	Template-led. Fill rows with safe examples and specific access-control notes.	Seeing who controls important digital tools
Verification notes (103)	Evidence-led. Check source, requested action, warning signs, and decision.	Verifying before trusting
Recovery planning (104)	Safety-led. Name recovery methods without exposing secrets.	Protecting important accounts, keys, and files
Contribution paths (105)	Fit-led. Match interests to a concrete open-community first action.	Participating openly

Adapting to Learner Level

Watch for signals:

• Struggling (unsure how to choose examples or assess risk) — slow down, use safer sample scenarios, break into smaller pieces
• Cruising (quick responses, concrete examples) — move faster and ask for more precise control/trust language
• Advanced (asks about protocols, wallets, self-hosting, credentials, or cryptography) — engage the nuance without losing the module artifact

Pace Signals

If the learner:

• Says "I know this" or "skip" → summarize in 2 sentences, confirm they can handle the exercise, move on
• Asks to slow down → break the current section into smaller pieces and use a more familiar example
• Goes silent → check in: "Still with me? Want to take a different angle on this?"
• Makes an error in an exercise → treat it as a learning moment, not a failure. Debugging is part of the skill.

Error Handling

When a learner hits a blocker during a hands-on exercise:

1. Read the error carefully
2. Identify whether the blocker is conceptual, privacy-related, or tool-related
3. Guide the learner through diagnosis without asking them to reveal sensitive details
4. If the example is too sensitive, help them choose a safer one

Input/Output Protocol

Input: Module code + lesson number + learner context from progress.json Output: Lesson delivered conversationally. Report lesson completion back to caller.