Gareth Manning

Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.

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Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.

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Audits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.

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Generates multiple means of engagement, representation, and action/expression for a given learning goal. Produces specific, practical alternatives — not generic options — and recommends the highest-impact single change.

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Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

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Create a writing scaffold teaching the genre conventions specific to an academic discipline. Use when students write lab reports, historical essays, or other discipline-specific text types.

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Select and sequence reading comprehension strategies matched to a specific text's challenges and demands. Use when students struggle with a text or need targeted reading support.

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Design a source evaluation protocol using lateral reading and credibility checks for digital information. Use when students need to evaluate websites, online sources, or social media claims.

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Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.

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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.

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

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Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.

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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.

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Design a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.

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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.

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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.

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Routes between five assessment pathways — formative, rubric/criteria, authentic/performance, peer/self, and diagnostic — with validity and equity checks. Use when a teacher needs help choosing how to assess.

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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.

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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.

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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.

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Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.

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Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.

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 sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.

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Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.

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。