← all plugins

1. ▌
   fading-manager · vvieira010-pixel

   Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.
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2. ▌
   transfer-bridge · vvieira010-pixel

   After the learner demonstrates understanding of a concept, present near-transfer and far-transfer challenges. Use to test whether learning is portable or task-specific — this is what separates understanding from familiarity.
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3. ▌
   ai-claim-checker · vvieira010-pixel

   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.
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   panel-review · vvieira010-pixel

   Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
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5. ▌
   coverage-audit · vvieira010-pixel

   Takes a curriculum framework and a statutory or accreditation requirement list; produces a coverage table, gap summary, and CSV showing which framework content covers each requirement and where gaps exist.
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6. ▌
   udl-lesson-auditor · vvieira010-pixel

   Audits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.
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   retrieve-first-gate · vvieira010-pixel

   Before any explanation or answer, require the learner to produce a free-recall attempt and confidence rating. Use when a student wants help understanding or reviewing a topic — this skill ensures the AI works from what the learner already knows.
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8. ▌
   srl-session-wrapper · vvieira010-pixel

   Wrap a learning session in a plan → monitor → reflect cycle. Use at the start of any substantial study session to set goals, mid-session to check strategy, and at session end to consolidate what changed. Builds self-regulated learning as a habit.
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9. ▌
   mental-model-mapper · vvieira010-pixel

   Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
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10. ▌
    kud-chart-author · vvieira010-pixel

    Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.
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11. ▌
    udl-options-designer · vvieira010-pixel

    Generates multiple means of engagement, representation, and action/expression for a given learning goal. Produces specific, practical alternatives — not generic options — and recommends the highest-impact single change.
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12. ▌
    teach-back-evaluator · vvieira010-pixel

    The learner teaches the concept to the AI, which plays a curious novice peer and identifies gaps through authentic questions. Use when the learner wants to test their understanding — teaching forces a different kind of organisation than studying.
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13. ▌
    weekly-agency-review · vvieira010-pixel

    Review the week using accumulated session evidence — retrieval rates, hint depths, calibration accuracy, transfer and unassisted results. The learner identifies patterns and sets a strategy goal. Use weekly or after a multi-session period.
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14. ▌
    ai-learning-boundary-mapper · vvieira010-pixel

    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.
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    udl-barrier-anticipator · vvieira010-pixel

    Predicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.
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16. ▌
    progressive-hint-ladder · vvieira010-pixel

    Provide graduated assistance from abstract conceptual nudge to concrete procedural step, with reflection required before each escalation. Teaches help-seeking as a skill and prevents direct-answer shortcuts.
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17. ▌
    ai-socratic-dialogue-designer · vvieira010-pixel

    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.
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18. ▌
    curriculum-crosswalk · vvieira010-pixel

    Compares two or more band-tagged frameworks and produces a framework-neutral topic matrix showing coverage and gaps across all inputs, plus an optional reference-centric PLC crosswalk document when a reference framework is supplied.
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19. ▌
    competency-unpacker · vvieira010-pixel

    Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.
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20. ▌
    sourcing-skill-builder · vvieira010-pixel

    Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
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21. ▌
    hexagon-complexity-mapper · vvieira010-pixel

    Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.
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22. ▌
    systems-awareness-iceberg · vvieira010-pixel

    Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
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23. ▌
    explain-first-interrogator · vvieira010-pixel

    Require the learner to explain a concept in their own words before the AI evaluates or extends it. Ensures the AI works from the learner's understanding rather than providing an explanation from scratch.
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24. ▌
    project-brief-designer · vvieira010-pixel

    Design a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
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25. ▌
    lesson-opening-designer · vvieira010-pixel

    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.
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26. ▌
    dual-coding-designer · vvieira010-pixel

    Design a visual complement to verbal content using dual coding principles for stronger encoding. Use when creating slides, diagrams, posters, or visual explanations of complex concepts.
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27. ▌
    productive-failure-protocol · vvieira010-pixel

    Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.
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28. ▌
    ai-output-critical-audit-designer · vvieira010-pixel

    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.
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29. ▌
    prompt-literacy-sequence-designer · vvieira010-pixel

    Design a learning sequence teaching prompt quality — comparing vague vs. refined prompts to show why specificity and context transform AI output. Use when students use AI without understanding why output quality varies.
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30. ▌
    differentiation-adapter · vvieira010-pixel

    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.
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31. ▌
    historical-source-adapter · vvieira010-pixel

    Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
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32. ▌
    confidence-calibration-check · vvieira010-pixel

    Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.
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33. ▌
    aspirational-systems-iceberg · vvieira010-pixel

    Design the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.
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34. ▌
    leverage-and-response-design · vvieira010-pixel

    Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
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35. ▌
    erroneous-example-designer · vvieira010-pixel

    Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
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36. ▌
    hinge-question-designer · vvieira010-pixel

    Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.
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37. ▌
    ai-expertise-interrogation-designer · vvieira010-pixel

    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.
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38. ▌
    kud-knowledge-type-mapper · vvieira010-pixel

    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.
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39. ▌
    close-reading-skill-builder · vvieira010-pixel

    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.
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40. ▌
    corroboration-skill-builder · vvieira010-pixel

    Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.
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41. ▌
    cognitive-load-analyser · vvieira010-pixel

    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.
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42. ▌
    error-analysis-protocol · vvieira010-pixel

    Design an error analysis protocol to diagnose the root cause of student mistakes and misconceptions. Use when error patterns appear in student work and targeted feedback is needed.
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43. ▌
    study-strategy-selector · vvieira010-pixel

    Select evidence-based study strategies matched to material type, learning goal, and student habits. Use when advising students on revision techniques, homework, or independent study approaches.
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44. ▌
    unassisted-evidence-checkpoint · vvieira010-pixel

    After scaffolded practice, run an unassisted check — a problem with no AI help. Separates what the learner can do with support from what they can do independently. Critical for preventing phantom attainment.
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45. ▌
    ladder-of-inference-reflection · vvieira010-pixel

    Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
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46. ▌
    ai-hallucination-fact-check-protocol · vvieira010-pixel

    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.
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47. ▌
    vocabulary-tiering-tool · vvieira010-pixel

    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.
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48. ▌
    single-point-rubric-designer · vvieira010-pixel

    Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning target, with or without a band system.
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49. ▌
    stuck-and-error-diagnosis-coach · vvieira010-pixel

    When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.
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50. ▌
    systems-wellbeing-impact-mapper · vvieira010-pixel

    Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
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51. ▌
    ai-feedback-design-principles · vvieira010-pixel

    Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
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52. ▌
    assessment-validity-checker · vvieira010-pixel

    Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
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53. ▌
    scope-and-sequence-designer · vvieira010-pixel

    Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.
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54. ▌
    language-demand-analyser · vvieira010-pixel

    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.
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55. ▌
    scaffolded-task-modifier · vvieira010-pixel

    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.
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56. ▌
    think-aloud-script-generator · vvieira010-pixel

    Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.
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57. ▌
    feedback-quality-analyser · vvieira010-pixel

    Analyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.
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58. ▌
    interleaving-unit-planner · vvieira010-pixel

    Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
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59. ▌
    spaced-practice-scheduler · vvieira010-pixel

    Design a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.
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60. ▌
    coherent-rubric-logic-builder · vvieira010-pixel

    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.
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61. ▌
    inclusive-design-orchestrator · vvieira010-pixel

    Coordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.
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62. ▌
    lesson-study-cycle-designer · vvieira010-pixel

    Design a complete lesson study cycle from research question through collaborative planning to research lesson. Use when planning jugyou kenkyuu or collaborative teacher inquiry into practice.
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63. ▌
    learning-engagement-orchestrator · vvieira010-pixel

    A high-rigour student-facing orchestrator that chains retrieval practice, metacognitive calibration, and unassisted verification into a cohesive learning session.
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64. ▌
    developmental-band-translator · vvieira010-pixel

    Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from it.
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65. ▌
    learning-progression-builder · vvieira010-pixel

    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.
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66. ▌
    document-based-lesson-designer · vvieira010-pixel

    Design a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-based investigation.
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67. ▌
    assessment-design-orchestrator · vvieira010-pixel

    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.
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68. ▌
    perspective-taking-designer · vvieira010-pixel

    Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
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69. ▌
    agency-circles-for-systems-action · vvieira010-pixel

    Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
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70. ▌
    adaptive-hint-sequence-designer · vvieira010-pixel

    Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
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71. ▌
    digital-worked-example-sequence · vvieira010-pixel

    Create an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.
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72. ▌
    backwards-design-unit-planner · vvieira010-pixel

    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.
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73. ▌
    contextualisation-skill-builder · vvieira010-pixel

    Build students' capacity to place historical documents in their temporal and social context. Use when students read sources without considering what was happening at the time, or know the context but don't deploy it.
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74. ▌
    historical-document-set-curator · vvieira010-pixel

    Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
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75. ▌
    text-complexity-analyser · vvieira010-pixel

    Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.
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76. ▌
    learning-target-authoring-guide · vvieira010-pixel

    Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.
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77. ▌
    discussion-protocol-selector · vvieira010-pixel

    Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.
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78. ▌
    self-explanation-prompt-designer · vvieira010-pixel

    Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.
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79. ▌
    gap-analysis-from-student-work · vvieira010-pixel

    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.
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80. ▌
    retrieval-practice-generator · vvieira010-pixel

    Generate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.
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81. ▌
    multi-perspective-decision-wheel · vvieira010-pixel

    Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.
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82. ▌
    seeds-regenerative-inquiry-cycle · vvieira010-pixel

    Design a SEEDS regenerative inquiry cycle connecting place-based learning to ecological awareness for young learners. Use when building early childhood or primary inquiry around ecosystems and community.
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83. ▌
    teacher-inquiry-cycle-designer · vvieira010-pixel

    Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.
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84. ▌
    metacognitive-prompt-library · vvieira010-pixel

    Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.
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85. ▌
    critical-thinking-task-designer · vvieira010-pixel

    Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
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86. ▌
    competency-framework-translator · vvieira010-pixel

    Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.
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87. ▌
    agency-scaffold-generator · vvieira010-pixel

    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.
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88. ▌
    formative-assessment-loop-designer · vvieira010-pixel

    Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.
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89. ▌
    disciplinary-ai-literacy-sequence-designer · vvieira010-pixel

    Design a sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.
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90. ▌
    cpa-sequence-designer · vvieira010-pixel

    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.
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91. ▌
    worked-example-fading-designer · vvieira010-pixel

    Design a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.
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92. ▌
    developmental-band-system-designer · vvieira010-pixel

    Design a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.
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93. ▌
    goal-setting-protocol-designer · vvieira010-pixel

    Design a structured goal-setting protocol using SMART or implementation-intention frameworks for students. Use when launching units, projects, or developing student self-direction habits.
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94. ▌
    practice-problem-sequence-designer · vvieira010-pixel

    Generate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.
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95. ▌
    developmental-progression-synthesis · vvieira010-pixel

    Synthesise completed KUD charts into a developmental progression matrix and per-competency narrative sections. Use when you need a programme-level view of how knowledge, understanding, and performance develop across bands.
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96. ▌
    place-based-curriculum-orchestrator · vvieira010-pixel

    Present pathway options and orchestrate place-based curriculum design from a local place, curriculum requirement, or community issue. Use when place should become a primary text for learning.
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97. ▌
    dialogic-teaching-move-generator · vvieira010-pixel

    Generate follow-up teaching moves that extend student thinking after a specific classroom response. Use when a student says something worth exploring and the teacher wants to deepen the dialogue.
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98. ▌
    perma-based-lesson-designer · vvieira010-pixel

    Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
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99. ▌
    metacognitive-monitoring-ai-contexts · vvieira010-pixel

    Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
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100. ▌
     disciplinary-writing-scaffold · vvieira010-pixel

     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.
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