Design a Montessori three-period lesson for introducing concepts through concrete materials and naming. Use when teaching vocabulary, classifications, or concepts through hands-on materials.
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Design an uninterrupted work cycle with choice-based activities structured within a realistic time block. Use when planning Montessori-style independent work periods or extended choice time.
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Develop TPACK for integrating a specific technology or AI tool into subject teaching with pedagogical alignment. Use when adopting new ed-tech, reviewing AI tools, or planning technology integration.
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Map a scoped topic across three coexisting horizons — current system under strain (H1), preferred future (H3), and transition innovations sorted as H2+ or H2- — to understand change dynamics and identify responsible next actions.
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Design learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition.
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After scaffolded practice, run an unassisted check — a problem with no AI help. Separates what the learner can do with support from what they can do independently. Critical for preventing phantom attainment.
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Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
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Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.
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Tier vocabulary from a text or topic into everyday, academic, and technical categories with teaching priorities. Use when pre-teaching vocabulary or identifying language barriers in a text.
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Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.
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After the learner demonstrates understanding of a concept, present near-transfer and far-transfer challenges. Use to test whether learning is portable or task-specific — this is what separates understanding from familiarity.
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Design trauma-informed classroom practices that prioritise safety, predictability, connection, and regulation. Use when student behaviour may be trauma-related or the class needs a sensitive approach.
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Predicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.
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Audits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.
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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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Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
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Systematic debugging with root cause investigation. (gstack)
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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 consultation: understands your product, researches the landscape, proposes a complete design system (aesthetic, typography, color, layout, spacing, motion), and generates font+color preview... (gstack)
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Select evidence-based study strategies matched to material type, learning goal, and student habits. Use when advising students on revision techniques, homework, or independent study approaches.
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Generates multiple means of engagement, representation, and action/expression for a given learning goal. Produces specific, practical alternatives — not generic options — and recommends the highest-impact single change.
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Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.
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Cross-model benchmark for gstack skills. (gstack)
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Design a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.
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