リサーチ・学習のスキル

Before any explanation or answer, require the learner to produce a free-recall attempt and confidence rating. Use when a student wants help understanding or reviewing a topic — this skill ensures the AI works from what the learner already knows.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.

日本語の概要は準備中です。原文の説明を表示しています。

Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.

日本語の概要は準備中です。原文の説明を表示しています。

Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.

日本語の概要は準備中です。原文の説明を表示しています。

Wrap a learning session in a plan → monitor → reflect cycle. Use at the start of any substantial study session to set goals, mid-session to check strategy, and at session end to consolidate what changed. Builds self-regulated learning as a habit.

日本語の概要は準備中です。原文の説明を表示しています。

Create an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.

日本語の概要は準備中です。原文の説明を表示しています。

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

日本語の概要は準備中です。原文の説明を表示しています。

Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

日本語の概要は準備中です。原文の説明を表示しています。

Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.

日本語の概要は準備中です。原文の説明を表示しています。

Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

日本語の概要は準備中です。原文の説明を表示しています。

Map which elements of an assignment benefit from AI assistance vs. which AI use undermines. Use when redesigning tasks for AI-age classrooms or setting defensible AI use policies for specific assignments.

日本語の概要は準備中です。原文の説明を表示しています。

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.

日本語の概要は準備中です。原文の説明を表示しています。

Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.

日本語の概要は準備中です。原文の説明を表示しています。

Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.

日本語の概要は準備中です。原文の説明を表示しています。

When the user wants to find, qualify, and build a list of prospects to reach out to — across B2B SaaS, general B2B, or local small businesses. Also use when the user mentions "prospecting," "build a prospect list," "find prospects," "find leads," "lead gen list," "find SaaS companies that," "find B2B companies," "find local businesses," "ICP-fit accounts," "who should we go after," "outbound list," "target account list," "find clients near me," "businesses without websites," "prospect research," or "qualified leads." Use this for the list-building and qualification phase. For writing the outbound copy after the list is built, see cold-email. For deep competitive research on specific accounts, see competitor-profiling.

日本語の概要は準備中です。原文の説明を表示しています。