ReddRadar
Topic: project-based-learning
108 skills in this topic.
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retrieval-practice-generator
Generate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.
GarethManning/claude-education-skills 146
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wellbeing-learning-connection-mapper
Map evidence-based connections between a wellbeing initiative and specific academic learning outcomes. Use when justifying wellbeing programmes, integrating SEL, or linking pastoral and academic work.
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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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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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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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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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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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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coherent-rubric-logic-builder
Build a five-level rubric with internally coherent logic for a specific learning target within a developmental band. Use when creating rubrics for competency-based assessment systems.
GarethManning/claude-education-skills 146
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developmental-band-system-designer
Design a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.
GarethManning/claude-education-skills 146
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learning-target-authoring-guide
Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.
GarethManning/claude-education-skills 146
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seeds-regenerative-inquiry-cycle
Design a SEEDS regenerative inquiry cycle connecting place-based learning to ecological awareness for young learners. Use when building early childhood or primary inquiry around ecosystems and community.
GarethManning/claude-education-skills 146
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self-determined-project-design-protocol
Structure a student's self-determined project with mentoring checkpoints, competency alignment, and reflection. Use when guiding student-led projects within a competency-based framework.
GarethManning/claude-education-skills 146
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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
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instructional-coaching-conversation-guide
Generate a coaching conversation guide with questions, protocols, and follow-up actions for a teaching focus. Use when preparing for coaching sessions, mentoring, or peer feedback conversations.
GarethManning/claude-education-skills 146
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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
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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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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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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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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
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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
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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
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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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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