nota-america/forgecat-agent-profiles - 第 4 页

ce-proof

Publish, read, comment on, or edit markdown in Proof. Use for Proof links, sharing specs/plans/drafts, or publish handoffs from planning workflows; avoid proofread, math, evidence, or proof-of-concept meanings.

原文语言：英语

ce-resolve-pr-feedback

Resolve PR review feedback. Use when addressing review comments, resolving review threads, or fixing code-review feedback.

原文语言：英语

ce-riffrec-feedback-analysis

Analyze Riffrec feedback captures from bundles or standalone recordings. Always load for `riffrec-*.zip`, `session.json` + `events.json` + `recording.webm` + `voice.webm` bundles, `.mp4`/`.mov`/`.webm` videos, `.m4a`/`.mp3`/`.wav` audio, or capture/share…

原文语言：英语

ce-setup

Check Compound Engineering health and repo-local config.

原文语言：英语

ce-simplify-code

Simplify recently changed code for clarity, reuse, quality, and efficiency while preserving behavior. Use for tidy/refactor passes; use ce-debug for bugs.

原文语言：英语

ce-test-browser

Run browser tests for pages affected by the current branch or PR.

原文语言：英语

ce-test-xcode

Build and test iOS apps on simulator with XcodeBuildMCP.

原文语言：英语

ce-work

Execute a plan or concrete work prompt end-to-end. Use when implementing from docs/plans, a spec path, or a clear build request; use ce-debug for open-ended bugs.

原文语言：英语

ce-worktree

Set up isolated git worktrees. Use when starting isolated work, or when ce-work/ce-code-review offers a worktree option; detect existing isolation first.

原文语言：英语

lfg

Run the full hands-off engineering pipeline from planning through a green PR.

原文语言：英语

ce-resolve-pr-feedback

Resolve PR review feedback. Use when addressing review comments, resolving review threads, or fixing code-review feedback.

原文语言：英语

ce-setup

Check Compound Engineering health and repo-local config.

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

adaptive-hint-sequence-designer

Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.

原文语言：英语

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.

原文语言：英语

agency-scaffold-generator

Generate scaffolds that gradually increase student choice, voice, and ownership within a learning task. Use when students depend heavily on teacher direction and need to develop autonomy.

原文语言：英语

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.

原文语言：英语

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.

原文语言：英语

ai-facilitated-collaborative-learning-designer

Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.

原文语言：英语

ai-feedback-design-principles

Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.

原文语言：英语

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.

原文语言：英语

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.

原文语言：英语

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.

原文语言：英语

ai-socratic-dialogue-designer

Design a multi-round questioning sequence for interrogating AI chatbot answers, tracking how responses shift and distinguishing genuine updates from sycophantic capitulation. Use when teaching students to probe AI critically.

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

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.

原文语言：英语

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

awe-wonder-experience-designer

Design a moment of awe or wonder that hooks curiosity and deepens emotional engagement with content. Use when opening units, introducing surprising material, or reigniting student interest.

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

belonging-classroom-culture-designer

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

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

central-historical-question-evaluator

Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.

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

close-reading-skill-builder

Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.

原文语言：英语

cognitive-load-analyser

Analyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.

原文语言：英语

cognitive-tutoring-architecture-designer

Map knowledge components and skill hierarchies for a cognitive tutoring system or adaptive learning platform. Use when designing intelligent tutoring software or skill-based mastery systems.

原文语言：英语

coherent-rubric-logic-builder

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.

原文语言：英语

compassionate-systems-awareness-orchestrator

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

原文语言：英语

competency-framework-translator

Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.

原文语言：英语