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Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.

日本語の概要は準備中です。原文の説明を表示しています。

Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

日本語の概要は準備中です。原文の説明を表示しています。

Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.

日本語の概要は準備中です。原文の説明を表示しています。

Create an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.

日本語の概要は準備中です。原文の説明を表示しています。

Adapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.

日本語の概要は準備中です。原文の説明を表示しています。

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

Analyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.

日本語の概要は準備中です。原文の説明を表示しています。

Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.

日本語の概要は準備中です。原文の説明を表示しています。

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.

日本語の概要は準備中です。原文の説明を表示しています。

Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.

日本語の概要は準備中です。原文の説明を表示しています。

After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

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.

日本語の概要は準備中です。原文の説明を表示しています。

Map which elements of an assignment benefit from AI assistance vs. which AI use undermines. Use when redesigning tasks for AI-age classrooms or setting defensible AI use policies for specific assignments.

日本語の概要は準備中です。原文の説明を表示しています。

Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.

日本語の概要は準備中です。原文の説明を表示しています。

Document a recently solved problem or durable project vocabulary in docs/solutions/ or CONCEPTS.md. Use when capturing a learning after work.

日本語の概要は準備中です。原文の説明を表示しています。

When the user wants to find, qualify, and build a list of prospects to reach out to — across B2B SaaS, general B2B, or local small businesses. Also use when the user mentions "prospecting," "build a prospect list," "find prospects," "find leads," "lead gen list," "find SaaS companies that," "find B2B companies," "find local businesses," "ICP-fit accounts," "who should we go after," "outbound list," "target account list," "find clients near me," "businesses without websites," "prospect research," or "qualified leads." Use this for the list-building and qualification phase. For writing the outbound copy after the list is built, see cold-email. For deep competitive research on specific accounts, see competitor-profiling.

日本語の概要は準備中です。原文の説明を表示しています。

When the user wants to conduct, analyze, or synthesize customer research. Use when the user mentions "customer research," "ICP research," "talk to customers," "analyze transcripts," "customer interviews," "survey analysis," "support ticket analysis," "voice of customer," "VOC," "build personas," "customer personas," "jobs to be done," "JTBD," "what do customers say," "what are customers struggling with," "Reddit mining," "G2 reviews," "review mining," "digital watering holes," "community research," "forum research," "competitor reviews," "customer sentiment," or "find out why customers churn/convert/buy." Use for both analyzing existing research assets AND gathering new research from online sources. For writing copy informed by research, see copywriting. For acting on research to improve pages, see cro.

日本語の概要は準備中です。原文の説明を表示しています。

Use when users request Android competitor research, systematic feature or interface mapping, evidence screenshots, interaction coverage, comparison-ready product dossiers, or Android system-boundary verification without APK decompilation.

日本語の概要は準備中です。原文の説明を表示しています。

Business analyst for market research, competitive analysis, and requirements. Use when the user asks to talk to Mary or requests the business analyst

日本語の概要は準備中です。原文の説明を表示しています。

Push the LLM to reconsider, refine, and improve its recent output. Use when user asks for deeper critique or mentions a known deeper critique method, e.g. socratic, first principles, pre-mortem, red team

日本語の概要は準備中です。原文の説明を表示しています。