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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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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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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.
中文简介正在准备中。当前显示原文说明。
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.
中文简介正在准备中。当前显示原文说明。
Answer general medical learning questions and clarify common misconceptions using one authoritative guideline or consensus document. Receive a concise conclusion, explanation, and source link, with clear limits excluding individual diagnosis and prescribing.
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Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.
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Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
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Creates a Check for Understanding (CFU) for a math topic or standard: 1–3 targeted formative items whose distractors come from documented student misconceptions, plus a teacher guide routing each likely response to a specific next instructional step. Load BEFORE asking any clarifying question about grade, standard, or topic. This skill is for math; for other subjects, help as you normally would and don't mention the skill to the user. Triggers on asks to create, write, generate, or design a check for understanding, formative check, quick check, or exit ticket for a math concept or standard, and on implicit signals like "I need to see who got it before I move on." Not a quiz, test, or practice set — a CFU is read for what it reveals, not scored, so a numbered quiz or a bare answer key is a different job. Does not create a lesson (k12-lesson-plan-creation, which brings its own exit ticket), tier one (k12-lesson-differentiation), or prepare a teacher to teach one (k12-lesson-prep).
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Train strict project ownership from repo-local docs/ai memory and central LLM Wiki project entities. Use when Codex or Claude Code should initialize a learning question bank, quiz or grade the user, run code tracing or failure drills, record misconceptions, schedule spaced repetition, or generate Markdown/JSON mastery dashboards without replacing llm-wiki or ai-project-memory.
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Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
中文简介正在准备中。当前显示原文说明。
Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.
中文简介正在准备中。当前显示原文说明。
Use when diagnosing a repeated conceptual mistake and designing a targeted correction loop to replace the faulty mental model.
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Use when the learner benefits from guided questioning to build reasoning and uncover misconceptions before receiving direct answers.
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