Gareth Manning

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.

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Identify and navigate genuine dilemmas in curriculum, school, or community contexts — tensions between competing goods that cannot be solved, only navigated. Produces a structured dilemma map with both poles named and both/and possibilities.

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Review the week using accumulated session evidence — retrieval rates, hint depths, calibration accuracy, transfer and unassisted results. The learner identifies patterns and sets a strategy goal. Use weekly or after a multi-session period.

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Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.

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Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.

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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.

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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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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.

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Before any explanation or answer, require the learner to produce a free-recall attempt and confidence rating. Use when a student wants help understanding or reviewing a topic — this skill ensures the AI works from what the learner already knows.

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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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Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.

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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.

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The learner teaches the concept to the AI, which plays a curious novice peer and identifies gaps through authentic questions. Use when the learner wants to test their understanding — teaching forces a different kind of organisation than studying.

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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.

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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.

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After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.

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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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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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Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.

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Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.

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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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Develop pedagogical content knowledge for a topic by surfacing common misconceptions and effective representations. Use when preparing to teach unfamiliar content or improving teaching of hard topics.

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Design an error analysis protocol to diagnose the root cause of student mistakes and misconceptions. Use when error patterns appear in student work and targeted feedback is needed.

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Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.

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