Topic: mcp
13,395 skills in this topic.
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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
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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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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.
GarethManning/claude-education-skills 146
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three-part-lesson-designer
Design a Montessori three-period lesson for introducing concepts through concrete materials and naming. Use when teaching vocabulary, classifications, or concepts through hands-on materials.
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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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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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.
GarethManning/claude-education-skills 146
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cognitive-load-analyser
Analyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
GarethManning/claude-education-skills 146
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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
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mixed-age-learning-task-designer
Design a learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.
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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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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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.
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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study-strategy-selector
Select 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.
GarethManning/claude-education-skills 146
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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.
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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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
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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
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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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worked-example-fading-designer
Design a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.
GarethManning/claude-education-skills 146
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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.
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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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