@GarethManning
Educator and learning-systems designer building evidence-grounded AI for teachers, schools and regenerative education.
165 个技能1 个仓库 886
Design trauma-informed classroom practices that prioritise safety, predictability, connection, and regulation. Use when student behaviour may be trauma-related or the class needs a sensitive approach.
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Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.
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Diagnose motivation problems in a task using self-determination theory and redesign for autonomy, competence, and relatedness. Use when students are disengaged, resistant, or going through the motions.
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Design a mastery experience sequence that systematically builds student confidence in a skill they avoid. Use when students say 'I can't do this', avoid tasks, or show learned helplessness.
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Optimise a learning activity for flow by balancing challenge level, skill, clear goals, and immediate feedback. Use when students are bored, anxious, or disengaged during a task.
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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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Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.
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Design a moment of awe or wonder that hooks curiosity and deepens emotional engagement with content. Use when opening units, introducing surprising material, or reigniting student interest.
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Design a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between students.
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Map evidence-based connections between a wellbeing initiative and specific academic learning outcomes. Use when justifying wellbeing programmes, integrating SEL, or linking pastoral and academic work.
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Create if-then implementation intentions and WOOP plans for specific student behaviour change goals. Use when students know what to do but struggle to follow through on habits or routines.
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Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
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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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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 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.
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Design a structured goal-setting protocol using SMART or implementation-intention frameworks for students. Use when launching units, projects, or developing student self-direction habits.
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Generate follow-up teaching moves that extend student thinking after a specific classroom response. Use when a student says something worth exploring and the teacher wants to deepen the dialogue.
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When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.
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Wrap a learning session in a plan → monitor → reflect cycle. Use at the start of any substantial study session to set goals, mid-session to check strategy, and at session end to consolidate what changed. Builds self-regulated learning as a habit.
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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.
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Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.
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Design a SEEDS regenerative inquiry cycle connecting place-based learning to ecological awareness for young learners. Use when building early childhood or primary inquiry around ecosystems and community.
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Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.
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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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