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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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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 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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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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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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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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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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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 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 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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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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Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.

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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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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 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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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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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 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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Structure a student's self-determined project with mentoring checkpoints, competency alignment, and reflection. Use when guiding student-led projects within a competency-based framework.

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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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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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After the learner demonstrates understanding of a concept, present near-transfer and far-transfer challenges. Use to test whether learning is portable or task-specific — this is what separates understanding from familiarity.

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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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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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