Design skills

Level design team coordination

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UI implementation team orchestration

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UI/UX best practices for web interfaces. Use when reviewing animations, CSS, audio, typography, UX patterns, prefetching, or icon implementations. Covers 11 categories from animation principles to typography. Outputs file:line findings.

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Design game experience, systems, and levels. Converge the chosen concept into one GAME_DESIGN defining the player promise, core loop, how the world responds, the systems actually needed, level pacing, feedback, failure, and the specification for a complete playable slice. Use for design the game world, deepen the gameplay and levels, write the game design document, design the branching story structure, scenes, dialogue and consequences. 游戏体验、系统与关卡策划。把选定概念收束为一份 GAME_DESIGN，定义玩家承诺、核心循环、世界响应、必要系统、关卡节奏、反馈、失败及可供构建的完整切片设计。用于设计游戏世界、深化玩法和关卡、设计互动叙事的场景对白与分支因果等需求。

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Design a live Looker Studio dashboard spec with fields, filters and setup guide. "build a Looker Studio dashboard"

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Design cross-channel journeys as state machines, simulation-tested before build. "map the onboarding journey"

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Engineer growth systems: PLG motions, referrals, viral and retention loops. "design a referral program"

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Design an executive dashboard spec: north-star metrics, charts, alert thresholds. "design a CMO dashboard"

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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.

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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.

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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.

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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.

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Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.

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Design a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between students.

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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.

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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.

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Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

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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.

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Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning target, with or without a band system.

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Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.

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Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.

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Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.

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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.

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Coordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.

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