grimoire-education

Plugin grimoire-education from marketplace grimoire in jeffreytse/grimoire-core. Commands read from the repo's manifest — 28 days ago.

Skills (30)

• design-formative-assessment-strategy

  Use when designing formative assessment strategies to provide ongoing feedback and guide learning during instruction

• design-rubric

  Use when creating assessment rubrics for evaluating student work, projects, or performance with clear, objective criteria

• apply-interleaving

  Use when designing practice schedules that mix different problem types or topics to improve discrimination and long-term retention

• apply-retrieval-practice

  Use when designing study strategies or instructional activities that use testing and recall to strengthen long-term memory

• apply-spaced-repetition

  Use when designing a learning or study system that schedules review sessions to maximize long-term retention with minimum time investment

• design-competency-framework

  Use when defining or structuring the skills, knowledge, and behaviors required for a role, profession, or learning pathway

• design-learning-objective

  Use when designing a course, lesson, module, or training program and need to define what learners will be able to do after instruction

• design-learning-objectives

  Use when writing learning objectives for a course, lesson, or training program that are measurable and aligned to instructional activities

• design-spaced-repetition

  Use when designing a curriculum, flashcard deck, or study system intended to maximize long-term retention of facts, concepts, or procedures

• write-rubric

  Use when designing an assessment rubric for a complex task, project, or performance where multiple criteria must be evaluated consistently

• design-gamification-system

  Use when adding gamification mechanics to a learning, product, or engagement system to increase motivation, participation, and completion

• design-microlearning-module

  Use when designing a short, focused learning module (3–10 minutes) targeting a single skill or knowledge application

• design-online-course

  Use when designing an online course structure including learning objectives, module sequencing, assessment, and delivery format

• apply-cornell-notes

  Use when taking notes during a lecture, seminar, class, or while reading a dense text — to capture information in a structured three-section format that builds in review, retrieval practice, and summarization without extra study sessions.

• apply-cross-domain-learning

  Use when deciding how to allocate learning time across fields, feeling stuck or stale after deep specialization in one domain, or building a deliberate practice of studying unrelated disciplines to generate transferable insight rather than committing all learning time to a single specialty.

• apply-deliberate-practice

  Use when designing a practice regimen to build expert performance in any skill domain — to structure sessions around specific weaknesses, immediate feedback, and focused repetition at the edge of current ability rather than comfortable repetitive performance.

• apply-elaborative-interrogation

  Use when studying factual or conceptual material — for each fact or claim, explicitly ask and answer "why would this be true?" or "how does this work?" rather than simply rereading or restating it, because generating a causal explanation that connects the fact to what you already know produces measu

• apply-feynman-technique

  Use when learning a new concept, diagnosing why understanding feels shallow, or preparing to explain complex material — to verify genuine comprehension by explaining the topic in plain language, identify exactly where the explanation breaks down, and fill those gaps until the explanation is clear an

• apply-memory-palace

  Use when memorizing large ordered sequences — speech outlines, vocabulary lists, historical dates, names, numbers, or any information that must be recalled in sequence without notes.

• apply-mind-mapping

  Use when brainstorming, exploring relationships between concepts, planning a project scope, or creating an overview of a topic — to generate and organize ideas visually as a radial network rather than a linear list.

• apply-productive-failure-technique

  Use when designing how a new concept or problem-solving skill is introduced — deliberately have learners attempt a problem beyond their current ability BEFORE any direct instruction, then consolidate with explicit teaching that contrasts their failed attempts against the canonical solution, rather t

• apply-sleep-dependent-consolidation

  Use when scheduling learning, practice, or study sessions for durable retention — protect a full sleep cycle (or at minimum a nap containing slow-wave sleep) immediately after the session rather than cramming further material or pulling an all-nighter, and protect sleep beforehand too, because sleep

• apply-sq3r

  Use when reading a textbook chapter, research paper, technical document, or any dense non-fiction text — to maximize comprehension and retention on first pass by converting passive reading into active questioning and retrieval.

• apply-socratic-questioning

  Use when facilitating discussion, coaching, or teaching that develops critical thinking through structured questions rather than direct instruction

• design-active-learning-session

  Use when designing classroom or online sessions that replace passive lecturing with activities requiring learner mental engagement and practice

• design-differentiated-instruction-plan

  Use when planning lessons or units that must accommodate learners with diverse readiness levels, learning profiles, or interests within the same classroom or group

• design-formative-assessment

  Use when designing in-lesson or mid-unit checks that help teachers adjust instruction and help learners self-correct before a summative assessment

• run-flipped-classroom

  Use when redesigning a course so that content delivery happens outside class (video, readings) and class time is used for practice, discussion, and application

• run-peer-learning-session

  Use when facilitating a structured session where learners teach, review, or problem-solve together in pairs or small groups to deepen understanding and develop metacognitive skills

• run-retrospective-session

  Use when facilitating a learning retrospective after a course, project, or experience to help participants extract and apply lessons