@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
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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Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
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Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
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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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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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Develop pedagogical content knowledge for a topic by surfacing common misconceptions and effective representations. Use when preparing to teach unfamiliar content or improving teaching of hard topics.
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Design multi-informant assessment approaches for dispositional competencies like curiosity or resilience. Use when assessing character strengths or competencies that written tests cannot capture.
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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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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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The learner teaches the concept to the AI, which plays a curious novice peer and identifies gaps through authentic questions. Use when the learner wants to test their understanding — teaching forces a different kind of organisation than studying.
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Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
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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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Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.
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Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.
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Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.
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Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning target, with or without a band system.
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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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Design an error analysis protocol to diagnose the root cause of student mistakes and misconceptions. Use when error patterns appear in student work and targeted feedback is needed.
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Review the week using accumulated session evidence — retrieval rates, hint depths, calibration accuracy, transfer and unassisted results. The learner identifies patterns and sets a strategy goal. Use weekly or after a multi-session period.
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Before any explanation or answer, require the learner to produce a free-recall attempt and confidence rating. Use when a student wants help understanding or reviewing a topic — this skill ensures the AI works from what the learner already knows.
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Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.
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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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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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Map a scoped topic across three coexisting horizons — current system under strain (H1), preferred future (H3), and transition innovations sorted as H2+ or H2- — to understand change dynamics and identify responsible next actions.
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