UI/UX、标志、幻灯片、图像生成（7268 个）
Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
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Design a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-based investigation.
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Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.
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Design a source evaluation protocol using lateral reading and credibility checks for digital information. Use when students need to evaluate websites, online sources, or social media claims.
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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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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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Design a visual complement to verbal content using dual coding principles for stronger encoding. Use when creating slides, diagrams, posters, or visual explanations of complex concepts.
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Generate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.
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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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Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.
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Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.
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Design a learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.
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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.
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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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Design a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.
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Design a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
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Design a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.
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Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.
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Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
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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.
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Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.
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Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
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Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.
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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.
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