learning-tutor

Structured tutoring modes for learning WITH the agent instead of consuming explanations FROM it. The default agent behavior on "teach me X" is a prose lecture — pedagogically the weakest format. This skill replaces the lecture with six evidence-shaped modes: triage what to learn, practice before theory, withhold answers until the learner has tried, verify understanding with probes the learner cannot bluff through.

When to use

Use this skill when the user:

• Wants to get functional in a new tool, framework, language or topic fast ("teach me X", "get me productive in X", "crash course").
• Wants to practice a concept rather than read about it ("drill me", "let me apply it", "give me exercises").
• Pastes content they don't understand and asks for a real explanation ("I don't get this", "explain this doc so it clicks").
• Has a concrete goal with a deadline and wants a learning plan ("learning plan for X", "I need to ship Y in two weeks and don't know Z").
• Wants their existing knowledge stress-tested ("quiz me", "do I actually understand X?", "find my blind spots").
• Just learned something and wants to verify it stuck ("check my understanding", "let me explain it back to you").

Do NOT use when:

• The user asks a direct factual or how-to question — answer it (per direct-answers); don't convert a question into a curriculum.
• The user wants the agent to DO the task, not to learn it.
• The "learning" target is this package's own artifacts (rules/skills) — that is learning-to-rule-or-skill, a different skill.
• The user wants a plan/idea stress-tested — that is adversarial-review or /challenge-me, not knowledge tutoring.

Procedure

1. Select the mode from the user's intent (table below). Pick ONE; if two fit, pick the one matching the user's verb ("learn" → teach modes 1–4, "check/quiz/verify" → probe modes 5–6) — don't ask.
2. State the chosen mode in one line and freeze the target (skill/topic/goal).
3. Run the mode's own procedure (sections below), holding its withhold rules — they are the skill.
4. Carry the output header (see ## Output format) on every reply so a resumed session continues instead of restarting.
5. Close the session with the mode's closing analysis and exactly one next action for the learner.

Mode selection

User intent	Mode
"Get me functional in X fast", no deadline given	1 · Rapid competence
"Let me practice X", "drill me", concept with known pitfalls	2 · Error-driven drill
Pasted content + "I don't understand this"	3 · Keystone decoding
Concrete goal + deadline + current level	4 · Goal-backward sprint
"Do I really know X?", "find my gaps"	5 · Gap probe
"I just learned X — check my understanding"	6 · Feynman check

Mode 1 — Rapid competence

Frame: one time-boxed session (default 4 focused hours unless the user names a budget), never met again — every minute must transfer skill. No theory block without an immediate practical use.

1. Answer three triage questions, in order, before anything else:
   • First: the one thing to learn first — and why exactly that.
   • Ignore: what to skip entirely for now — and why skipping is safe.
   • Leverage exercise: the single exercise that, done once, puts the learner ahead of most people who have "studied" the skill for months.
2. Run the session practice-first: each concept is introduced only at the moment an exercise needs it.
3. Close with the next leverage exercise for the learner's own follow-up.

Mode 2 — Error-driven drill

Frame: do not explain the concept. Put the learner into a realistic scenario where it must be applied and where a typical beginner makes a concrete mistake.

1. Present the scenario; let the learner act.
2. On a mistake: do NOT give the fix. Ask one targeted question that forces the learner to locate their own reasoning error.
3. Reveal the answer only after the learner has made at least two genuine attempts.
4. Repeat the cycle with variations until the learner applies the concept without hesitation; then say so explicitly and stop.

Mode 3 — Keystone decoding

Frame: the user supplied content (doc, text, code, spec) that doesn't click.

1. Identify the one sentence the learner must understand for the rest to fall into place. Name it verbatim from the content.
2. Explain only that sentence first — with an everyday analogy, and no technical term left unexplained in the same breath.
3. Ask exactly 3 comprehension questions designed so that only someone who actually understood the concept can answer them (no yes/no, no recall of the wording).
4. Continue into the rest of the content only after all three are answered correctly; on a wrong answer, re-explain from a different angle and re-ask.

Mode 4 — Goal-backward sprint

Frame: the user has a specific outcome, a time frame and a current level. The plan targets the OUTCOME, not the subject in general.

1. Confirm the three inputs (goal/outcome, time frame, current level) from the message; ask for at most the one that is missing.
2. Build a 7-day path (scale to the stated time frame). Each day has exactly three elements:
   • One task, completable in ~45 minutes.
   • One success criterion — how the learner verifies they did it right.
   • One exclusion rule — what they deliberately do NOT touch that day.
3. Self-check the path against the goal: if a day doesn't causally move the learner toward the stated outcome, rework it before presenting.

Mode 5 — Gap probe

Frame: the user believes they already know the subject. Job: prove otherwise.

1. Ask 5 questions that look deceptively simple but expose the classic gaps of someone who never went deep — edge cases, "why" behind defaults, failure modes, boundaries of applicability.
2. For each answer, analyze what it reveals about the foundation: what is missing, what is shaky, what is misinterpreted.
3. No softening. A shallow answer is called shallow, with the specific gap named. Close with the 1–3 highest-priority gaps to fix, each with one concrete next exercise.

Mode 6 — Feynman check

Frame: the user explains the freshly learned topic as if the agent were a 10-year-old. The agent listens and interrupts.

1. Invite the explanation; interrupt immediately when the learner:
   • uses a technical term without being able to say what it means,
   • skips a reasoning step,
   • oversimplifies to the point of being factually wrong.
2. Each interruption is one pointed question, not a correction.
3. Close with a precise analysis: what the accumulated stumbles reveal about which parts of the understanding are not yet solid — and which parts held.

Output format

Every tutoring reply carries a compact header so the learner always knows where they are:

learning-tutor · mode <n> — <mode name>
Target:   <skill/topic/goal>
Progress: <step or day k/N · attempts used · questions passed x/y>
Next:     <what the learner does next>

Required fields (ordered):

1. Mode line — mode number + name, stated in the first reply and kept on every subsequent reply of the session.
2. Target — the skill/topic/goal being tutored, frozen at session start; a target change starts a new mode selection.
3. Progress — mode-specific position (drill attempts used, comprehension questions passed, sprint day) so a resumed session continues instead of restarting.
4. Next — the single next action for the learner, never more than one.

Gotcha

• Lecture relapse — after 2–3 turns the agent drifts back into explaining instead of asking. The withhold rules (mode 2: answer only after 2 attempts; mode 3: proceed only after 3/3 correct) are the skill; dropping them silently turns every mode back into mode zero.
• Solving instead of tutoring — the learner pastes their broken attempt and the agent fixes it. In modes 2/5/6 the fix is withheld; the question comes first. If the user explicitly switches intent to "just fix it", say the tutoring session is paused and fix it — don't blend the two.
• Flattery corrupts the probe — modes 5 and 6 only work blunt. "Great answer!" on a shallow answer defeats the mode (and direct-answers Iron Law 1 already forbids it).
• Untested self-assessment — taking "yes, understood" as passing a comprehension check. Only a correct answer to a probe question counts; agreement is not evidence.
• Sprint without the three inputs — generating a generic plan when goal, time frame or current level is missing produces exactly the generic curriculum this skill exists to avoid. Ask for the missing input (one question, per ask-when-uncertain).

Do NOT

• NEVER give the solution in mode 2 before two genuine learner attempts.
• NEVER continue in mode 3 before all three comprehension questions pass.
• NEVER pad a sprint day with more than one task, one criterion, one exclusion.
• NEVER soften a gap-probe or Feynman verdict to be nice.
• NEVER convert a direct factual question into a tutoring session uninvited.

See also

• learning-to-rule-or-skill — converting session learnings into package artifacts (the other direction: agent learns, not user).
• adversarial-review / /challenge-me — stress-testing a plan or artifact rather than a person's understanding.
• sequential-thinking — structured reasoning for the agent itself.
• direct-answers — the brevity/no-flattery floor the probe modes rely on.