Topic: claude
14,433 skills in this topic.
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pedagogical-content-knowledge-developer
Develop pedagogical content knowledge for a topic by surfacing common misconceptions and effective representations. Use when preparing to teach unfamiliar content or improving teaching of hard topics.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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threshold-concept-kud-translator
Translate a threshold concept from disciplinary language into developmentally appropriate Know/Understand/Do for a specific band. Use when building programme-level KUD frameworks from threshold concepts.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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hinge-question-designer
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.
GarethManning/claude-education-skills 146
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self-regulation-scaffold-generator
Generate scaffolds supporting student self-regulation across planning, monitoring, and evaluation phases. Use when students struggle to manage their own learning during extended or independent tasks.
GarethManning/claude-education-skills 146
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dialogic-teaching-move-generator
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.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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goal-setting-protocol-designer
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.
GarethManning/claude-education-skills 146
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interleaving-unit-planner
Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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criterion-referenced-rubric-generator
Generate a criterion-referenced rubric with descriptive performance levels for a specific task and objective. Use when creating marking guides, setting expectations, or designing assessments.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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elaborative-interrogation-generator
Generate elaborative interrogation prompts that deepen encoding through targeted why and how questions. Use when students memorise without understanding or need deeper processing of content.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146
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prepared-environment-designer
Redesign a classroom as a prepared environment optimised for independent learning, calm transitions, and material access. Use when classroom layout hinders independence or self-directed work.
GarethManning/claude-education-skills 146
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text-complexity-analyser
Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.
GarethManning/claude-education-skills 146
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agency-scaffold-generator
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.
GarethManning/claude-education-skills 146
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dual-coding-designer
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.
GarethManning/claude-education-skills 146
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spaced-practice-scheduler
Design a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.
GarethManning/claude-education-skills 146
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uninterrupted-work-cycle-designer
Design an uninterrupted work cycle with choice-based activities structured within a realistic time block. Use when planning Montessori-style independent work periods or extended choice time.
GarethManning/claude-education-skills 146
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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.
GarethManning/claude-education-skills 146