「agent-skills」の検索結果

Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.

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。

Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.

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 self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.

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 Funhouse Mirror activity where students use their own domain expertise to detect AI distortions, omissions, and overconfidence. Use when students know a subject well enough to evaluate AI claims about 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。

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。

Design a structured protocol for auditing AI-generated text against Ennis's six CT standards. Use when students need to critically evaluate AI output in 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。

Design a sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.

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 criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder 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。

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。

Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.

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。

Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.

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。

Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from 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。

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。

Design a multi-round questioning sequence for interrogating AI chatbot answers, tracking how responses shift and distinguishing genuine updates from sycophantic capitulation. Use when teaching students to probe AI critically.

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。

Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.

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。

Compares two or more band-tagged frameworks and produces a framework-neutral topic matrix showing coverage and gaps across all inputs, plus an optional reference-centric PLC crosswalk document when a reference framework is supplied.

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。

Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.

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。

Redesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.

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。

Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.

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 structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.

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。