Skills that do not fit the categories above (14.4K skills)
Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
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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.
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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.
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Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
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Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
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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.
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Generate a coaching conversation guide with questions, protocols, and follow-up actions for a teaching focus. Use when preparing for coaching sessions, mentoring, or peer feedback conversations.
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Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
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Build a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.
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Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.
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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.
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Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.
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Compares two or more band-tagged frameworks and produces a framework-neutral topic matrix showing coverage and gaps across all inputs, plus an optional reference-centric PLC crosswalk document when a reference framework is supplied.
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Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.
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Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.
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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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Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
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Write or fix a profile.yml — pick the right resource kind for each file, bind operating references, and verify the install layout before publishing. Use when creating a ForgeCat profile, adding a skill/agent/rule/hook to one, or when `forgecat validate` or `plan` reports something unexpected.
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Publish a profile to the registry, manage its versions, visibility and tags, and recover its source. Use when the user is ready to push, wants to unpublish or re-scope a profile, or lost the local source of one they own.
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Run the full hands-off engineering pipeline from planning through a green PR.
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Find, evaluate and install a ForgeCat profile. Use when the user wants to browse the registry, compare profiles, install one into a project or a home-target agent, or when an install is refused.
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Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.
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Review requirements, plans, or specs with role-specific lenses. Use when the user wants to improve an existing planning document.
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AI가 쓴 한글 텍스트를 자연스럽게 윤문하는 진입 명령. humanize-korean 파이프라인을 Fast 모드(기본)로 실행하고 `--strict`면 정밀 3콜(진단→겨냥 윤문→finalize). 트리거 — "/humanize".
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