Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
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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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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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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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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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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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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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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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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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Generate scaffolds that gradually increase student choice, voice, and ownership within a learning task. Use when students depend heavily on teacher direction and need to develop autonomy.
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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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Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
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Design a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.
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Build and test iOS apps on simulator with XcodeBuildMCP.
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Execute a plan or concrete work prompt end-to-end. Use when implementing from docs/plans, a spec path, or a clear build request; use ce-debug for open-ended bugs.
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Set up isolated git worktrees. Use when starting isolated work, or when ce-work/ce-code-review offers a worktree option; detect existing isolation first.
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Run the full hands-off engineering pipeline from planning through a green PR.
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Inspect, update, replace and remove installed ForgeCat profiles. Use when the user asks what's installed, sees modified files, wants to upgrade or roll back a profile, run two profiles side by side, or configure MCP env vars.
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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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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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A harness that makes Opus (or any Claude model) behave like Fable — it enforces seeing a task through to the end, with evidence and verification, as procedure. Use when starting a multi-step task (2+ sequential stories), long autonomous work, debugging or root-cause investigation, building render/executable artifacts (HTML, SVG, games, charts), or when the user says "fablize", "see it through", "verify as you go", "split into goals".
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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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Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.
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Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
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