Education Agent Skills (Gareth Manning)

Plugin education-agent-skills from marketplace wildgenie in WildGenie/wildgenie-eklentileri. Commands read from the repo's manifest — 11 days ago.

Skills (165)

• 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.

• 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.

• 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.

• 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.

• digital-worked-example-sequence

  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.

• erroneous-example-designer

  Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.

• formative-assessment-loop-designer

  Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.

• individual-spacing-algorithm-explainer

  Explain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.

• intelligent-tutoring-dialogue-designer

  Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.

• learning-analytics-interpretation-guide

  Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.

• metacognitive-monitoring-ai-contexts

  Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.

• productive-failure-desirable-difficulty-designer

  Redesign a direct instruction sequence to include productive struggle before the explanation phase. Use when teaching concepts that benefit from failure-first approaches.

• self-explanation-prompt-designer

  Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.

• worked-example-to-problem-solving-transition-designer

  Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.

• 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.

• 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.

• 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.

• 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.

• 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.

• disciplinary-ai-literacy-sequence-designer

  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.

• prompt-literacy-sequence-designer

  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.

• coverage-audit

  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.

• curriculum-crosswalk

  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.

• developmental-band-translator

  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.

• kud-chart-author

  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.

• 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.

• 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.

• competency-unpacker

  Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.

• criterion-referenced-rubric-generator

  Generate a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder instead.

• curriculum-knowledge-architecture-designer

  Map the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.

• differentiation-adapter

  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.

• discipline-specific-critical-thinking-task-designer

  Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

• formative-assessment-technique-selector

  Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.

• gap-analysis-from-student-work

  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.

• kud-knowledge-type-mapper

  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.

• learning-progression-builder

  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.

• project-brief-designer

  Design a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.

• scope-and-sequence-designer

  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.

• 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.

• language-demand-analyser

  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.

• scaffolded-task-modifier

  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.

• sheltered-instruction-lesson-modifier

  Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.

• vocabulary-tiering-tool

  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.

• 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.

• ecological-inquiry-anchor-designer

  Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.

• experiential-learning-cycle-designer

  Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.

• interdisciplinary-real-world-connection-mapper

  Map curriculum connections across multiple subjects for a real-world problem or authentic context. Use when planning cross-curricular projects or connecting content to real issues.

• outdoor-learning-sequence-designer

  Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.

• service-learning-project-designer

  Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.

• 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.

• explicit-instruction-sequence-builder

  Build a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.

• lesson-opening-designer

  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.

• practice-problem-sequence-designer

  Generate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.

• think-aloud-script-generator

  Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.

• cpa-sequence-designer

  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.

• cross-cultural-task-validity-checker

  Check an educational practice or task for cultural bias, WEIRD assumptions, and cross-cultural validity. Use when adapting resources for diverse contexts or questioning universal claims.

• culturally-responsive-teaching-designer

  Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.

• emergent-project-design-scaffold

  Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.

• phenomenon-based-unit-anchor

  Anchor a multidisciplinary unit in a real-world phenomenon that requires multiple subject lenses to understand. Use when designing integrated or phenomenon-based units across disciplines.

• place-based-inquiry-anchor

  Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.

• reggio-documentation-protocol

  Design a pedagogical documentation protocol for making children's learning processes visible and shareable. Use when documenting learning, communicating with families, or planning next steps.

• ubuntu-collective-knowledge-task-designer

  Design learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition.

• variation-theory-task-designer

  Design a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.

• 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.

• 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.

• contextualisation-skill-builder

  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.

• corroboration-skill-builder

  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.

• document-based-lesson-designer

  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.

• historical-document-set-curator

  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.

• historical-source-adapter

  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.

• historical-thinking-assessment-designer

  Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.

• historical-thinking-strategy-modelling-guide

  Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.

• sourcing-skill-builder

  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.

• udl-barrier-anticipator

  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.

• udl-lesson-auditor

  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.

• udl-options-designer

  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.

• 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.

• critical-thinking-task-designer

  Design a critical thinking task targeting specific skills like evaluating evidence, identifying bias, or analysing arguments. Use when embedding critical analysis into subject lessons.

• disciplinary-writing-scaffold

  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.

• media-literacy-deconstruction-protocol

  Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.

• reading-comprehension-strategy-selector
• source-credibility-evaluation-protocol
• text-complexity-analyser
• cognitive-load-analyser
• dual-coding-designer
• elaborative-interrogation-generator
• feedback-quality-analyser
• interleaving-unit-planner
• retrieval-practice-generator
• spaced-practice-scheduler
• worked-example-fading-designer
• mixed-age-learning-task-designer
• prepared-environment-designer
• three-part-lesson-designer
• uninterrupted-work-cycle-designer
• assessment-design-orchestrator
• coherent-rubric-logic-builder
• compassionate-systems-awareness-orchestrator
• developmental-band-system-designer
• developmental-progression-synthesis
• dilemma-navigation-for-education-design
• dispositional-knowledge-assessment-designer
• inclusive-design-orchestrator
• learning-target-authoring-guide
• multi-perspective-decision-wheel
• place-based-curriculum-orchestrator
• regenerative-project-design-orchestrator
• scoping-for-transformative-learning-inquiry
• seeds-regenerative-inquiry-cycle
• self-determined-project-design-protocol
• single-point-rubric-designer
• three-horizons-learning-transition-mapper
• competency-framework-translator
• instructional-coaching-conversation-guide
• lesson-observation-protocol-designer
• lesson-study-cycle-designer
• panel-review
• pedagogical-content-knowledge-developer
• professional-development-session-designer
• reflective-practice-prompt-generator
• teacher-inquiry-cycle-designer
• technological-pedagogical-content-knowledge-developer
• dialogic-teaching-move-generator
• discussion-protocol-selector
• hinge-question-designer
• perspective-taking-designer
• socratic-questioning-sequence-generator
• error-analysis-protocol
• goal-setting-protocol-designer
• metacognitive-prompt-library
• self-regulation-scaffold-generator
• study-strategy-selector
• ai-claim-checker
• confidence-calibration-check
• explain-first-interrogator
• fading-manager
• productive-failure-protocol
• progressive-hint-ladder
• retrieve-first-gate
• srl-session-wrapper
• stuck-and-error-diagnosis-coach
• teach-back-evaluator
• transfer-bridge
• unassisted-evidence-checkpoint
• weekly-agency-review
• agency-circles-for-systems-action
• aspirational-systems-iceberg
• hexagon-complexity-mapper
• ladder-of-inference-reflection
• leverage-and-response-design
• mental-model-mapper
• systems-awareness-iceberg
• systems-wellbeing-impact-mapper
• agency-scaffold-generator
• awe-wonder-experience-designer
• belonging-classroom-culture-designer
• flow-state-condition-designer
• implementation-intention-designer
• motivation-diagnostic-task-redesign
• perma-based-lesson-designer
• restorative-practice-protocol-designer
• ruler-emotional-literacy-sequence
• self-efficacy-builder-sequence
• trauma-informed-practice-designer
• wellbeing-learning-connection-mapper

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