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Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.

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。

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.

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。

Design a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.

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。

Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.

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。

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.

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。

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.

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。

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.

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。

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".

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。

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.

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。

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.

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。

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.

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 a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.

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 control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

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。

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。

Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.

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。

Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.

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。

Design a fact-checking protocol for AI-generated text, extending SIFT with AI-specific adaptations for hallucination detection. Use when students need to verify AI claims and citations.

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。

Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

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。

Routes between five assessment pathways — formative, rubric/criteria, authentic/performance, peer/self, and diagnostic — with validity and equity checks. Use when a teacher needs help choosing how to assess.

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。

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

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。