@GarethManning
Educator and learning-systems designer building evidence-grounded AI for teachers, schools and regenerative education.
165 スキル1 リポジトリ 886
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.
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。
Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, 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。
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.
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。
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.
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。
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.
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 a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
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。
Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.
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。
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.
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。
Design a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between 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。
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.
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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.
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。
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.
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 systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
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。
Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
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。
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.
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 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.
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。
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。
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。
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。
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.
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。
Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.
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。
Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
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。