MAIC

Design subject lessons that also teach students how to learn. Add recall practice, explanations in their own words, predictions, and reflection to help learners check their understanding and plan later review while studying the main concepts.

• Adding recall practice to subject lessons
• Having students explain concepts in their own words
• Designing feedback and retries after mistakes

Use when the user starts a non-trivial coding/building task in Claude Code (e.g. "帮我做个 X", "help me build Y", "add feature Z", "搭一个 Z"). Layers an AI-native pedagogical coat over normal coding work — surfaces implicit assumptions in user intent, annotates non-trivial design decisions inline with brief concept-scaffolding for terms the user may not know, and replaces "should I run it?" handoffs with rigorous AI self-verification plus a clean list of what only the user can verify. Skip for pure Q&A, single-line edits, read-only investigation, or refactoring along an existing pattern.

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Use when the user provides a URL from AMD / ROCm official sources (github.com/AMD/*, github.com/ROCm/*, github.com/ROCmSoftwarePlatform/*, rocm.docs.amd.com, amd.com/…/rocm, gpuopen.com). Prefer this over generic GitHub for official ROCm URLs. Generates a hands-on tutorial-following project with no collaborator roles — only the user and the Instructor.

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Use when a user provides a GitHub URL and the planner needs to converge that repo plus the user's goal into a concrete project blueprint for later execution. This skill handles GitHub-input project intake, Phase 1 intent convergence, and downstream project handoff structure. It does not generate teaching material packages.

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Workspace project (IDE + collaborator + starter files). Use when the project is technical and benefits from collaborator support layered between coding tasks. Not for soft-skill conversation or role-play practice; use generate-project with scene_actor roles for those.

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Teach a micro-task in the style of the Feynman Technique. Start with a small concrete observation or action, explain the underlying concept from what the learner sees, then walk the learner step-by-step through the task. Before marking the micro-task done, require the learner to explain the underlying concept back in their own words; correct any misunderstanding before advancing.

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Guide users through a 6-phase pipeline to plan a complete project — from brainstorming through project metadata to blueprint, starter-file generation, and per-milestone micro-task design with inline pedagogical choreography.

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