metyatech Teaching Style Patterns
Overview
Choose a lesson-running pattern before writing artifacts. Keep the pattern consistent across the syllabus, lesson plan, and teaching materials instead of deciding the class style from scratch every time.
Workflow
- Identify the teaching constraints first.
- session length
- whether the class is lecture, exercise, studio, or mixed
- whether learners can be assumed to self-pace
- whether the material is textbook-driven, project-driven, or assessment-driven
- how much instructor prep time is realistic
- Choose a pattern from references/patterns.md.
- Translate that pattern into the artifact being written.
- syllabus: write time blocks, observable checkpoints, and assessment fit
- lesson plan: write the loop shape, timing, and what the instructor prepares
- slides or handouts: support the loop directly; do not add long concept dumps that break the pattern
- Keep the same pattern visible across related artifacts unless the user explicitly wants a mismatch.
Pattern Selection
- If the class should move with a textbook, learners need to touch the tool immediately, and mixed experience levels make full self-pacing risky, start with
教科書伴走・小刻み再現型. - If the user already states a strong preference for a class style, align to that pattern unless it clearly conflicts with the constraints.
- If no pattern fits cleanly, state the tension explicitly and adapt the closest pattern instead of inventing an unstructured hybrid.
Artifact Rules
- Do not write loop-level ad-lib support tasks into a syllabus unless they are stable enough to plan in advance.
- Do write the stable lesson shape into the syllabus when that shape affects pacing, learner experience, or assessment logic.
- For teaching materials, follow the chosen pattern more literally than in the syllabus because materials are closer to live execution.
- Prefer observable checkpoint language such as
起動できる,動かせる,反応する,提出できるover vague understanding language.
References
- Read references/patterns.md to choose or adapt a teaching style pattern.