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Agent skills
education

Topic: education

131 skills in this topic.

competency-framework-translator Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.
GarethManning/claude-education-skills 146
lesson-observation-protocol-designer Design a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.
GarethManning/claude-education-skills 146
lesson-study-cycle-designer Design 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.
GarethManning/claude-education-skills 146
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
professional-development-session-designer Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.
GarethManning/claude-education-skills 146
reflective-practice-prompt-generator Generate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.
GarethManning/claude-education-skills 146
technological-pedagogical-content-knowledge-developer Develop TPACK for integrating a specific technology or AI tool into subject teaching with pedagogical alignment. Use when adopting new ed-tech, reviewing AI tools, or planning technology integration.
GarethManning/claude-education-skills 146
discussion-protocol-selector Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.
GarethManning/claude-education-skills 146
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
socratic-questioning-sequence-generator Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.
GarethManning/claude-education-skills 146
error-analysis-protocol Design 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.
GarethManning/claude-education-skills 146
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
metacognitive-prompt-library Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.
GarethManning/claude-education-skills 146
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
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
awe-wonder-experience-designer Design a moment of awe or wonder that hooks curiosity and deepens emotional engagement with content. Use when opening units, introducing surprising material, or reigniting student interest.
GarethManning/claude-education-skills 146
belonging-classroom-culture-designer Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.
GarethManning/claude-education-skills 146
flow-state-condition-designer Optimise a learning activity for flow by balancing challenge level, skill, clear goals, and immediate feedback. Use when students are bored, anxious, or disengaged during a task.
GarethManning/claude-education-skills 146
implementation-intention-designer Create if-then implementation intentions and WOOP plans for specific student behaviour change goals. Use when students know what to do but struggle to follow through on habits or routines.
GarethManning/claude-education-skills 146
motivation-diagnostic-task-redesign Diagnose motivation problems in a task using self-determination theory and redesign for autonomy, competence, and relatedness. Use when students are disengaged, resistant, or going through the motions.
GarethManning/claude-education-skills 146
perma-based-lesson-designer Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
GarethManning/claude-education-skills 146
ruler-emotional-literacy-sequence Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.
GarethManning/claude-education-skills 146
self-efficacy-builder-sequence Design a mastery experience sequence that systematically builds student confidence in a skill they avoid. Use when students say 'I can't do this', avoid tasks, or show learned helplessness.
GarethManning/claude-education-skills 146
trauma-informed-practice-designer Design trauma-informed classroom practices that prioritise safety, predictability, connection, and regulation. Use when student behaviour may be trauma-related or the class needs a sensitive approach.
GarethManning/claude-education-skills 146