@GarethManning
Educator and learning-systems designer building evidence-grounded AI for teachers, schools and regenerative education.
165 skills1 repository 886
Design a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.
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Design a Funhouse Mirror activity where students use their own domain expertise to detect AI distortions, omissions, and overconfidence. Use when students know a subject well enough to evaluate AI claims about it.
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Design a fact-checking protocol for AI-generated text, extending SIFT with AI-specific adaptations for hallucination detection. Use when students need to verify AI claims and citations.
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Map which elements of an assignment benefit from AI assistance vs. which AI use undermines. Use when redesigning tasks for AI-age classrooms or setting defensible AI use policies for specific assignments.
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Design a structured protocol for auditing AI-generated text against Ennis's six CT standards. Use when students need to critically evaluate AI output in any subject.
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Design a multi-round questioning sequence for interrogating AI chatbot answers, tracking how responses shift and distinguishing genuine updates from sycophantic capitulation. Use when teaching students to probe AI critically.
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Takes a curriculum framework and a statutory or accreditation requirement list; produces a coverage table, gap summary, and CSV showing which framework content covers each requirement and where gaps exist.
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Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.
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Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.
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Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.
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Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.
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Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
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Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.
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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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Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.
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Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
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Create an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.
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Design a learning sequence teaching prompt quality — comparing vague vs. refined prompts to show why specificity and context transform AI output. Use when students use AI without understanding why output quality varies.
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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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Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.
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Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.
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Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
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Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.
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Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.
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