Results for “teaching”

Practical naked-eye and binocular sky observing. Covers dark adaptation, limiting magnitude, constellation recognition, star hopping, the messier and Caldwell catalogs accessible without a telescope, the Moon, planets, meteor showers, aurorae, and the ethics and habits of observing under light-polluted and dark skies. Use when teaching someone to find their way around the sky, planning a naked-eye session, or choosing a first binocular tour.

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Observational cosmology from Hubble's law to the CMB. Covers redshift, Hubble expansion, the cosmological parameters, the cosmic microwave background, large-scale structure, galaxy rotation curves and dark matter, Type Ia SNe and dark energy, and the current state of Lambda-CDM. Use when reasoning about the large-scale universe, interpreting cosmological surveys, or teaching the Big Bang evidence chain.

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Observational drawing and visual perception techniques for art education. Covers contour drawing, gesture drawing, negative space, proportion and measurement, value mapping, spatial depth cues, and the cognitive shift from symbolic to perceptual seeing. Use when teaching drawing fundamentals, analyzing observational accuracy, or developing visual literacy in any medium.

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Redact reverse-engineering findings for public disclosure while preserving methodology, generalizable patterns, and teaching value. Covers the private-vs-public repo split, deny-list pattern maintenance, orphan-commit publish pattern that prevents `git log` leaks, category-based redaction calibration (methodology/pattern/version-finding/internal), and the `check-redaction.sh`-style CI gate that blocks merges when a deny-listed pattern appears. Use when publishing findings about a CLI harness you don't own, when preparing upstream proposals to an unrelated project, or when archiving a private research repo for public reference.

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Redact rendered visual artifacts — Mermaid diagrams, SVGs, and HTML dashboards — before public disclosure, using an ordered longest-first mapping table (specific label, then namespace label, then catch-all placeholder) that swaps sensitive identifiers for descriptive stand-ins while preserving structure, node ids, and teaching value. Covers whole-word identifier replacement, node-label-vs-node-id discrimination, re-rendering the derived image from the redacted source, and verifying the result through the redaction gate. Use when a diagram or dashboard built from internal findings must ship to a public mirror without leaking the names behind it.

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Optimize ChatGPT Voice in the Codex desktop app into an ear-first control plane for free-form task coordination and opt-in workflows. Apply spoken synthesis, routing-only coordination, owning-task role contracts, project placement, explicit authority, safe speech, current-state verification, honest recovery, and the optional Slopware Dev Stack: MSL, MSW, CODER Loop, and Timebox. Load named workflows only when invoked: Freeway for parallel lanes, Decision Walkthrough for read-only authority convergence, and Tutorial for teaching-first onboarding. Use when the user invokes the voice optimizer, coordinates Codex work through voice, assigns the current voice task as coordinator, runs Freeway, starts a decision walkthrough, learns voice orchestration, routes development through CODER, authorizes Timebox, or asks CVO to install or use Slopware companions.

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Use when the user wants a course, a learning workspace, or ongoing teaching across sessions, with cited lessons and retention-gated advancement. Not for one-off explanations: use explain-concept.

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Interviews you about a task you repeat often, then walks you through building a custom skill for it using Cowork's built-in skill creator — no coding required. For packaging a repeating workflow into a one-phrase trigger, when teaching Cowork your personal process from scratch, or during a skill library build session. Use when the user says "create a skill", "teach claude my workflow", "custom skill", "make cowork do this automatically", "automate my process", "I do this every week", or "how do I make a skill".

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"Apply the TPACK framework to evaluate and design technology-integrated instruction at the intersection of technological, pedagogical, and content knowledge. Use this skill when the user needs to assess teacher readiness for technology integration, design professional development for ed-tech, or evaluate whether technology use is pedagogically grounded — even if they say 'how to integrate technology in teaching', 'ed-tech evaluation', or 'teacher technology competency'.".

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Use when the user wants their way of working with Claude assessed — "review my session", "how am I using Claude Code", "audit my setup / workflow", "am I following best practices", "coach me", "what should I improve" — or pastes a Claude.ai/Cowork/Tag transcript and asks how they could have worked better. Do NOT use for reviewing code changes (that is code review) or for teaching a product from scratch (use academy-learn); this skill only reviews how the human works with Claude.

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Use when a task needs the judgment of a tenure-track/tenured Education Professor in a teacher-preparation program — designing a licensure course unit against InTASC/CAEP standards, deciding whether a candidate's borderline edTPA score needs a targeted or full retake, triaging a failing student-teaching placement, or assembling CAEP self-study evidence for reaccreditation.

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Use when a task needs the judgment of an Engineering Teacher, Postsecondary — diagnosing a spike in a gatekeeper course's D/F/W rate, running a capstone design course with an industry sponsor, closing the loop on an ABET student-outcome assessment, or building a tenure/promotion teaching-effectiveness case beyond raw student evaluation scores.

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Use when a task needs the judgment of a choreographer — building and teaching a dance number against a rehearsal-hour budget, staging repertory under a trust/estate's licensing rules, planning a tech-week spacing and cueing schedule, or diagnosing why a piece isn't reading from the audience.

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Use when a task needs the judgment of a Business Teacher, Postsecondary — grading case analysis on the rigor of business reasoning rather than matching a single "correct" answer, updating stale textbook examples against current market conditions rather than teaching them as still-current, distinguishing taught analytical frameworks from personal business opinion presented as universal fact, and preserving the incomplete-information trade-offs of real business decisions rather than simplifying problems into false certainty.

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Use when a task needs the judgment of a tenure-track or tenured Agricultural Sciences faculty member at a land-grant university — deciding whether to submit a grant this cycle versus wait, allocating time across the teaching/research/extension appointment split, diagnosing a stalled graduate student or field trial, or drafting a tenure-and-promotion dossier narrative.

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Turn a verified Salesforce research packet into a concise, role-aware learning brief with clear objectives, concept sequencing, worked examples, release caveats, checks for understanding, and citations mapped to claims. Trigger keywords: teach me Salesforce, explain Salesforce concept, create learning brief, Salesforce study guide, role-based lesson. NOT for open-ended source discovery or freshness verification — use architect/salesforce-learning-research first. NOT for generating production metadata or changing an org.

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Use when creating high-quality scientific or medical infographic images or prompts, including review figures, disease maps, teaching diagrams, mechanism summaries, classification overviews, timelines, matrices, and academic visual explainers. If the user asks to generate the image, use ChatGPT image generation.

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The operation-generator shape for Skmtc: one definition per (path, method), for any output family — client hooks, SDK methods, forms, route stubs, docs. Output varies wildly; the DECOMPOSITION of the operation and the peer-consumption rules do not. Core teaching: every schema that appears in your output is a reference to a model generator's definition, obtained through the insert machinery — never rendered text. Use when authoring or editing a generator whose subject is operations ("write a gen for API clients/hooks/routes", "generate an SDK/form per endpoint"). Covers the projection shape only — accumulators (many operations → one file) are out of scope. Load ALONGSIDE skmtc-generator and the emitted language's skill.

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Expert in visualizing and explaining braid theory, knot mathematics, and topological concepts for educational purposes. Use for creating interactive visualizations, explainer cards, step-wise animations, and translating abstract algebra into intuitive understanding. Activate on keywords: braid theory, knot visualization, σ notation, crossing diagrams, Yang-Baxter, topological education. NOT for general math tutoring, pure knot invariant computation, or non-educational knot theory research.

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Core statistical methodology and pedagogical approach for all Inquiro analyses. Always loaded to maintain teaching quality and reproducibility standards.

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A comprehensive AI skill for teaching.

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[Utilities] Use when teaching Claude a lesson that persists across sessions, including an extra rule for one skill or task kind (routes to project-skill-protocol).

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Explain code with visual diagrams and analogies. Use when explaining how code works, teaching about a codebase, or when the user asks "how does this work?"

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Design and generate polished, on-brand presentation decks as clean 1920×1080 HTML — with real charts, tables, and AI or stock imagery. Use whenever someone wants to create, design, or improve a presentation, slide deck, pitch deck, investor or sales deck, keynote, training or teaching deck, PowerPoint (PPTX), Google Slides, or a data-heavy report, and cares about design quality. The visual style is derived from the brief, never picked from a theme or template menu.

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