@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
Map knowledge components and skill hierarchies for a cognitive tutoring system or adaptive learning platform. Use when designing intelligent tutoring software or skill-based mastery systems.
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。
Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
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 a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
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 project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
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。
Explain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.
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。
Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from 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。
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。
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。
Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
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。
Redesign a direct instruction sequence to include productive struggle before the explanation phase. Use when teaching concepts that benefit from failure-first approaches.
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。
Redesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.
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 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.
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。
Tier vocabulary from a text or topic into everyday, academic, and technical categories with teaching priorities. Use when pre-teaching vocabulary or identifying language barriers in a text.
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。
Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
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 a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder 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。
Map the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.
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。
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。
Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
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。
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.
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。