Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.
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Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.
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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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Generate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.
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Generate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.
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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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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 a pedagogical documentation protocol for making children's learning processes visible and shareable. Use when documenting learning, communicating with families, or planning next steps.
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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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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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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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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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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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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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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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Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.
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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 learning sequence teaching prompt quality — comparing vague vs. refined prompts to show why specificity and context transform AI output. Use when students use AI without understanding why output quality varies.
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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.
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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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Redesign a classroom as a prepared environment optimised for independent learning, calm transitions, and material access. Use when classroom layout hinders independence or self-directed work.
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Design a complete lesson study cycle from research question through collaborative planning to research lesson. Use when planning jugyou kenkyuu or collaborative teacher inquiry into practice.
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Anchor a multidisciplinary unit in a real-world phenomenon that requires multiple subject lenses to understand. Use when designing integrated or phenomenon-based units across disciplines.
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