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- ▌ Srl Session Wrapper · vvieira010-pixelWrap 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.
- ▌ Mental Model Mapper · vvieira010-pixelSurface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
- ▌ Kud Chart Author · vvieira010-pixelAuthors 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.
- ▌ Udl Options Designer · vvieira010-pixelGenerates 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.
- ▌ Teach Back Evaluator · vvieira010-pixelThe 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.
- ▌ Weekly Agency Review · vvieira010-pixelReview 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.
- ▌ AI Learning Boundary Mapper · vvieira010-pixelMap 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.
- ▌ Udl Barrier Anticipator · vvieira010-pixelPredicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.
- ▌ Progressive Hint Ladder · vvieira010-pixelProvide 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.
- ▌ AI Socratic Dialogue Designer · vvieira010-pixelDesign 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.
- ▌ Curriculum Crosswalk · vvieira010-pixelCompares 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.
- ▌ Competency Unpacker · vvieira010-pixelUnpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.
- ▌ Sourcing Skill Builder · vvieira010-pixelBuild 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.
- ▌ Hexagon Complexity Mapper · vvieira010-pixelMap 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.
- ▌ Systems Awareness Iceberg · vvieira010-pixelMap a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
- ▌ Explain First Interrogator · vvieira010-pixelRequire 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.
- ▌ Project Brief Designer · vvieira010-pixelDesign a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
- ▌ Lesson Opening Designer · vvieira010-pixelDesign 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.
- ▌ Dual Coding Designer · vvieira010-pixelDesign 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.
- ▌ Productive Failure Protocol · vvieira010-pixelStage 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.
- ▌ AI Output Critical Audit Designer · vvieira010-pixelDesign 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.
- ▌ Prompt Literacy Sequence Designer · vvieira010-pixelDesign 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.
- ▌ Differentiation Adapter · vvieira010-pixelAdapt 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.
- ▌ Historical Source Adapter · vvieira010-pixelAdapt 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.
- ▌ Confidence Calibration Check · vvieira010-pixelCapture 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.
- ▌ Aspirational Systems Iceberg · vvieira010-pixelDesign the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.
- ▌ Leverage And Response Design · vvieira010-pixelDesign a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
- ▌ Erroneous Example Designer · vvieira010-pixelDesign deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
- ▌ Hinge Question Designer · vvieira010-pixelDesign 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.
- ▌ AI Expertise Interrogation Designer · vvieira010-pixelDesign 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.
- ▌ Kud Knowledge Type Mapper · vvieira010-pixelClassify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
- ▌ Close Reading Skill Builder · vvieira010-pixelBuild 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.
- ▌ Corroboration Skill Builder · vvieira010-pixelBuild 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.
- ▌ Cognitive Load Analyser · vvieira010-pixelAnalyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
- ▌ Error Analysis Protocol · vvieira010-pixelDesign 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.
- ▌ Study Strategy Selector · vvieira010-pixelSelect 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.
- ▌ Unassisted Evidence Checkpoint · vvieira010-pixelAfter 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.
- ▌ Ladder Of Inference Reflection · vvieira010-pixelSlow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
- ▌ AI Hallucination Fact Check Protocol · vvieira010-pixelDesign 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.
- ▌ Vocabulary Tiering Tool · vvieira010-pixelTier 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.
- ▌ Single Point Rubric Designer · vvieira010-pixelDesign 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.
- ▌ Stuck And Error Diagnosis Coach · vvieira010-pixelWhen 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.
- ▌ Systems Wellbeing Impact Mapper · vvieira010-pixelMap systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
- ▌ AI Feedback Design Principles · vvieira010-pixelAudit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
- ▌ Assessment Validity Checker · vvieira010-pixelAudit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
- ▌ Scope And Sequence Designer · vvieira010-pixelDesign 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.
- ▌ Language Demand Analyser · vvieira010-pixelAnalyse 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.
- ▌ Scaffolded Task Modifier · vvieira010-pixelModify 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.
- ▌ Think Aloud Script Generator · vvieira010-pixelScript a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.
- ▌ Feedback Quality Analyser · vvieira010-pixelAnalyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.
- ▌ Interleaving Unit Planner · vvieira010-pixelRedesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
- ▌ Spaced Practice Scheduler · vvieira010-pixelDesign a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.
- ▌ Coherent Rubric Logic Builder · vvieira010-pixelBuild 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.
- ▌ Inclusive Design Orchestrator · vvieira010-pixelCoordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.
- ▌ Lesson Study Cycle Designer · vvieira010-pixelDesign 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.
- ▌ Learning Engagement Orchestrator · vvieira010-pixelA high-rigour student-facing orchestrator that chains retrieval practice, metacognitive calibration, and unassisted verification into a cohesive learning session.
- ▌ Developmental Band Translator · vvieira010-pixelTags 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.
- ▌ Learning Progression Builder · vvieira010-pixelBuild a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
- ▌ Document Based Lesson Designer · vvieira010-pixelDesign 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.
- ▌ Assessment Design Orchestrator · vvieira010-pixelRoutes 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.
- ▌ Perspective Taking Designer · vvieira010-pixelDesign structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
- ▌ Agency Circles For Systems Action · vvieira010-pixelMap control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
- ▌ Adaptive Hint Sequence Designer · vvieira010-pixelGenerate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
- ▌ Digital Worked Example Sequence · vvieira010-pixelCreate 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.
- ▌ Backwards Design Unit Planner · vvieira010-pixelPlan 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.
- ▌ Contextualisation Skill Builder · vvieira010-pixelBuild 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.
- ▌ Historical Document Set Curator · vvieira010-pixelDesign 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.