不属于以上分类的技能（1.4万 个）
Develop TPACK for integrating a specific technology or AI tool into subject teaching with pedagogical alignment. Use when adopting new ed-tech, reviewing AI tools, or planning technology integration.
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Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
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Full safety mode: destructive command warnings + directory-scoped edits. (gstack)
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Upgrade gstack to the latest version.
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Restrict file edits to a specific directory for the session. (gstack)
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Turn an English description (or mermaid source) into a diagram triplet: the source, an editable .excalidraw file you can open on excalidraw.com, and rendered SVG + PNG. (gstack)
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Save working context. (gstack)
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Restore working context saved earlier by /context-save. (gstack)
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Safety guardrails for destructive commands. (gstack)
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Drive a real browser through Aside: open a page, read it, click through a flow, take screenshots, check console errors. (gstack)
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Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
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Performance regression detection. (gstack)
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Cross-model benchmark for gstack skills. (gstack)
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Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
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Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.
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Provide graduated assistance from abstract conceptual nudge to concrete procedural step, with reflection required before each escalation. Teaches help-seeking as a skill and prevents direct-answer shortcuts.
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Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
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Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
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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.
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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.
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Map curriculum connections across multiple subjects for a real-world problem or authentic context. Use when planning cross-curricular projects or connecting content to real issues.
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Generate a coaching conversation guide with questions, protocols, and follow-up actions for a teaching focus. Use when preparing for coaching sessions, mentoring, or peer feedback conversations.
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Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
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Build a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.
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