ability-spectrum-mappingOwl-ListenerMap how a product or feature works across the full spectrum of human ability — not just 'can use' and 'can't use'. Use when planning accessibility coverage, identifying gaps, or communicating accessibility scope to stakeholders. Triggers on: ability spectrum, range of users, who can use this, who can't use this, accessibility coverage, accessibility scope, ability range, spectrum of needs.
academic-language-sentence-frame-generatorGarethManningGenerate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.
accessibility-debt-trackingOwl-ListenerTrack and manage accessibility debt — known accessibility issues that have been deferred. Use when managing a backlog of accessibility issues, planning remediation, or when accessibility problems are accumulating faster than they're being fixed. Triggers on: accessibility debt, tech debt, known issues, backlog, deferred, we'll fix it later, remediation, accessibility backlog, accumulating issues, regression.
accessibility-testing-strategyOwl-ListenerPlan what to test, how to test, and who should test for accessibility. Use when defining a testing approach, planning QA, setting up automated and manual testing, or deciding what level of accessibility testing a project needs. Triggers on: accessibility testing, how to test, test plan, automated testing, manual testing, screen reader testing, user testing, accessibility QA, what to test, testing strategy.
accreditation-mapperYujxZJCNAccreditation and program-assessment documentation for university professors. 4-agent team covering outcome mapping (course LO → program outcome → standard criterion), evidence package assembly, gap analysis, and self-study drafting that never overstates what the evidence shows. Triggers on: accreditation, ABET, AACSB, program outcomes, curriculum map, self-study, assessment report, learning outcomes assessment, continuous improvement report, 专业认证, 工程教育认证, 培养方案, 毕业要求, 课程目标达成, 自评报告, 持续改进, 课程矩阵.
adaptive-hint-sequence-designerGarethManningGenerate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
agency-circles-for-systems-actionGarethManningMap control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
agency-scaffold-generatorGarethManningGenerate 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.
ai-claim-checkerGarethManningAfter any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.
ai-expertise-interrogation-designerGarethManningDesign a Funhouse Mirror activity where students use their own domain expertise to detect AI distortions, omissions, and overconfidence. Use when students know a subject well enough to evaluate AI claims about it.
ai-facilitated-collaborative-learning-designerGarethManningDesign AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.
ai-feedback-design-principlesGarethManningAudit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
ai-hallucination-fact-check-protocolGarethManningDesign a fact-checking protocol for AI-generated text, extending SIFT with AI-specific adaptations for hallucination detection. Use when students need to verify AI claims and citations.
ai-learning-boundary-mapperGarethManningMap which elements of an assignment benefit from AI assistance vs. which AI use undermines. Use when redesigning tasks for AI-age classrooms or setting defensible AI use policies for specific assignments.
ai-output-critical-audit-designerGarethManningDesign a structured protocol for auditing AI-generated text against Ennis's six CT standards. Use when students need to critically evaluate AI output in any subject.
ai-socratic-dialogue-designerGarethManningDesign a multi-round questioning sequence for interrogating AI chatbot answers, tracking how responses shift and distinguishing genuine updates from sycophantic capitulation. Use when teaching students to probe AI critically.
alt-text-designOwl-ListenerWrite meaningful alternative text for images, charts, diagrams, and visual content. Use when creating or reviewing alt text, image descriptions, chart summaries, or any visual content that needs a text equivalent. Triggers on: alt text, image description, alternative text, screen reader, decorative image, chart description, infographic, data visualisation, complex image, meaningful alt.
argument-structure-scaffold-generatorGarethManningGenerate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.
aspirational-systems-icebergGarethManningDesign the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.
assess-loadOwl-ListenerAssess cognitive load across a complete multi-step process and produce a load map. Chains: cognitive-load-assessment, memory-load-reduction, wayfinding-navigation. Use when evaluating a checkout flow, onboarding sequence, application process, or any multi-step journey.
assessment-design-orchestratorGarethManningRoutes between five assessment pathways — formative, rubric/criteria, authentic/performance, peer/self, and diagnostic — with validity and equity checks. Use when a teacher needs help choosing how to assess.
assessment-outlineeasedupWrites a formal assessment task outline — everything a student needs to understand the task and everything a teacher needs to administer it. Includes task description, conditions, mode, curriculum links, and a pointer to the rubric. Always fetches live curriculum content and achievement descriptors from EasedUP before generating. Works standalone or as part of the assessment sequence with Rubric Builder. Trigger when a teacher needs to write up a formal assessment task for any subject or year level.
assessment-scheduleeasedupCreates a term or year assessment schedule — a chronological overview of all assessment tasks, when they occur, what mode they use, and which curriculum standards they address. Useful for planning, for sharing with students and families at the start of a term, and for ensuring balance across assessment types and modes. Fetches achievement standards from EasedUP and suggests standard mappings for each task — the teacher confirms, adjusts, or swaps before the schedule is finalised.
assessment-validity-checkerGarethManningAudit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
assistive-technology-scenariosOwl-ListenerWrite usage scenarios that include assistive technology and diverse interaction methods. Use when writing scenarios, use cases, user journeys, or storyboards. Triggers on: assistive technology, AT, screen reader, switch, voice control, magnifier, braille display, head pointer, eye tracking, how people use our product, usage scenario, use case.
auditOwl-ListenerAudit an interface for multi-modal interaction support. Chains: keyboard-navigation, touch-target-design, multi-modal-input, gesture-alternatives, feedback-and-status, motion-sensitivity. Use when reviewing an existing interface for interaction accessibility.
audit-storiesOwl-ListenerAudit user stories for disability inclusion. Chains: inclusive-user-stories, edge-case-identification. Use when reviewing an existing backlog, sprint, or set of user stories to check whether they account for diverse abilities.
awe-wonder-experience-designerGarethManningDesign 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.
backwards-design-unit-plannerGarethManningPlan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
belonging-classroom-culture-designerGarethManningDesign targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.
biophilic-learning-environment-designerGarethManningRedesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.
canvas-accessibility-auditorvishalsachdevAccessibility audit and remediation for Canvas LMS courses. Scans content for WCAG violations, generates prioritized reports, guides fixes, and verifies remediation. Use when asked to "audit accessibility", "check WCAG compliance", "fix accessibility issues", or "run accessibility review".
canvas-bulk-gradingvishalsachdevBulk grading workflows for Canvas LMS assignments using rubrics. Covers single grading, batch grading, and code execution strategies with safety-first dry runs.
canvas-course-buildervishalsachdevScaffold complete Canvas LMS course structures from specs, templates, or existing courses. Creates modules, pages, assignments, and discussions in bulk. Use when asked to "build a course", "scaffold modules", "create course structure", "set up a new course", or "copy course structure".
canvas-course-qcvishalsachdevLearning designer quality check for Canvas LMS courses. Audits module structure, content completeness, publishing state, date consistency, and rubric coverage. Use when asked to "QC a course", "is this course ready", "pre-semester check", or "quality review".
canvas-discussion-facilitatorvishalsachdevDiscussion forum facilitator for Canvas LMS. Helps students and educators browse, read, reply to, and create discussion posts. Trigger phrases include "discussion posts", "reply to students", "check discussions", "forum participation", "post a discussion", or any discussion-related Canvas task.
canvas-morning-checkvishalsachdevEducator morning course health check for Canvas LMS. Shows submission rates, struggling students, grade distribution, and upcoming deadlines. Trigger phrases include "morning check", "course status", "how are my students", or any start-of-day teaching review.
canvas-week-planvishalsachdevStudent weekly assignment planner for Canvas LMS. Shows all due dates, submission status, grades, and peer reviews across all courses. Use when a student says "what's due", "plan my week", "weekly check", or wants to organize their coursework.
casual-relief-planeasedupGenerates a complete, self-contained day pack for a casual or relief teacher. Covers the full day's timetable, per-lesson notes and tasks, student welfare information (allergies, medication, learning needs), yard duty and admin responsibilities, and emergency contacts. Can be built from existing lesson plans or from scratch with basic topic and year level information. Output is plain language, no jargon, and ready to hand to any relief teacher without further explanation.
central-historical-question-evaluatorGarethManningEvaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.
checking-for-understanding-protocol-designerGarethManningDesign a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.
close-reading-skill-builderGarethManningBuild students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.
cognitive-load-analyserGarethManningAnalyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
cognitive-load-assessmentOwl-ListenerAssess and reduce cognitive load in interfaces, flows, and content. Use when designing or reviewing any multi-step process, complex form, dashboard, decision flow, or information-dense screen. Triggers on: cognitive load, too complex, overwhelmed, too many steps, decision fatigue, confusing, information overload, simplify this flow. Applies to any interface where users must think, decide, or remember.
cognitive-tutoring-architecture-designerGarethManningMap knowledge components and skill hierarchies for a cognitive tutoring system or adaptive learning platform. Use when designing intelligent tutoring software or skill-based mastery systems.
coherent-rubric-logic-builderGarethManningBuild a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.
colour-independenceOwl-ListenerDesign interfaces where colour is never the only way information is communicated. Use when designing status indicators, data visualisations, form validation, alerts, maps, or any content that uses colour to convey meaning. Triggers on: colour blind, color blind, colour alone, color alone, colour vision, color vision, red green, deuteranopia, protanopia, tritanopia, colour coding, status colour, chart colours, accessible colours.
compassionate-systems-awareness-orchestratorGarethManningOrchestrate compassionate systems tools from issue or aspiration to wise action. Use when a class needs a complete inquiry workflow.
competency-framework-translatorGarethManningTranslate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.
competency-unpackerGarethManningUnpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.
compliance-mappingOwl-ListenerMap design decisions to accessibility standards and legal requirements. Use when documenting WCAG conformance, preparing for audits, tracking compliance status, or when legal or procurement requires accessibility documentation. Triggers on: WCAG, compliance, conformance, audit, VPAT, accessibility statement, legal requirement, ADA, EAA, European Accessibility Act, Section 508, EN 301 549, accessibility standard, success criterion.
confidence-calibration-checkGarethManningCapture 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.
contextual-help-designOwl-ListenerDesign help systems and support patterns that work for people with cognitive disabilities. Use when designing help content, tooltips, onboarding, FAQs, support flows, documentation, or any context where users need guidance. Triggers on: help, support, FAQ, tooltip, onboarding, tutorial, guidance, stuck, confused, documentation, instructions.
contextualisation-skill-builderGarethManningBuild students' capacity to place historical documents in their temporal and social context. Use when students read sources without considering what was happening at the time, or know the context but don't deploy it.
corroboration-skill-builderGarethManningBuild students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.
course-publisherYujxZJCNStudent-facing communication and packaging for university professors, derived entirely from the Course Passport. 4-agent team drafting one-off announcements, weekly emails, a static course website, LMS upload packages, and a living FAQ — every date, weight, and policy traces to a passport field, and everything ships as a draft the professor publishes. Triggers on: announcement, weekly email, course website, course page, LMS, Canvas, Moodle, Blackboard, post materials, publish course, student FAQ, 课程通知, 周报, 课程网站, 课程主页, 学习平台, 发布课件, 课程公告, 常见问题.
coverage-auditGarethManningTakes a curriculum framework and a statutory or accreditation requirement list; produces a coverage table, gap summary, and CSV showing which framework content covers each requirement and where gaps exist.
cpa-sequence-designerGarethManningDesign a Concrete-Pictorial-Abstract learning sequence for a mathematical concept using manipulatives. Use when teaching maths through Singapore method or when students struggle with abstraction.
criterion-referenced-rubric-generatorGarethManningGenerate a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder instead.
critical-thinking-task-designerGarethManningDesign a critical thinking task targeting specific skills like evaluating evidence, identifying bias, or analysing arguments. Use when embedding critical analysis into subject lessons.
cross-cultural-task-validity-checkerGarethManningCheck an educational practice or task for cultural bias, WEIRD assumptions, and cross-cultural validity. Use when adapting resources for diverse contexts or questioning universal claims.
culturally-responsive-teaching-designerGarethManningRedesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.
curriculum-crosswalkGarethManningCompares two or more band-tagged frameworks and produces a framework-neutral topic matrix showing coverage and gaps across all inputs, plus an optional reference-centric PLC crosswalk document when a reference framework is supplied.
curriculum-knowledge-architecture-designerGarethManningMap the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.
decision-documentationOwl-ListenerDocument accessibility decisions and the reasoning behind them so they survive team changes, redesigns, and time. Use when making accessibility tradeoffs, choosing between approaches, or when a decision needs to be recorded for future reference. Triggers on: accessibility decision, why did we, tradeoff, decision record, ADR, architecture decision, accessibility rationale, why is it like this, document the decision, decision log.
design-flowOwl-ListenerDesign an interaction flow with inclusive input and output options from the start. Chains: multi-modal-input, keyboard-navigation, touch-target-design, feedback-and-status. Use when designing a new feature, flow, or interface and you want to build inclusive interaction in from the beginning.
developmental-band-system-designerGarethManningDesign a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.
developmental-band-translatorGarethManningTags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from it.
developmental-progression-synthesisGarethManningSynthesise completed KUD charts into a developmental progression matrix and per-competency narrative sections. Use when you need a programme-level view of how knowledge, understanding, and performance develop across bands.
dialogic-teaching-move-generatorGarethManningGenerate 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.
differentiation-adapterGarethManningAdapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.
differentiation-reviewereasedupAudits an existing lesson plan or unit for differentiation and inclusion gaps. Identifies who is well-served, where gaps exist, and provides specific, actionable suggestions for each gap. Does not rewrite the plan — gives the teacher targeted adjustments that preserve their planning work. Works standalone or called by the EasedUP Edu Collator for a review task.
differentiation-suggestereasedupProactively generates differentiation options before planning begins, so inclusion is designed in rather than retrofitted. Given a topic, year level, and optional learner profile, produces a menu of specific strategies for support, extension, English language learners, and specific learning needs — all anchored to the curriculum content. Use before Lesson Planner or Unit Outline to inform the design, or as a standalone differentiation planning tool. Works standalone or called by the EasedUP Edu Collator.
digital-worked-example-sequenceGarethManningCreate an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.
dilemma-navigation-for-education-designGarethManningIdentify and navigate genuine dilemmas in curriculum, school, or community contexts — tensions between competing goods that cannot be solved, only navigated. Produces a structured dilemma map with both poles named and both/and possibilities.
disability-inclusive-personasOwl-ListenerCreate user personas that include disability as a natural dimension of human diversity — not as a separate 'accessibility persona'. Use when creating personas, user profiles, proto-personas, or any representation of target users. Triggers on: persona, user persona, proto-persona, user profile, target user, who is the user, disability persona, accessibility persona, inclusive persona.
disciplinary-ai-literacy-sequence-designerGarethManningDesign a sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.
disciplinary-writing-scaffoldGarethManningCreate a writing scaffold teaching the genre conventions specific to an academic discipline. Use when students write lab reports, historical essays, or other discipline-specific text types.
discipline-specific-critical-thinking-task-designerGarethManningDesign discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
discussion-protocol-selectorGarethManningSelect and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.
dispositional-knowledge-assessment-designerGarethManningDesign multi-informant assessment approaches for dispositional competencies like curiosity or resilience. Use when assessing character strengths or competencies that written tests cannot capture.
documentOwl-ListenerDocument accessibility decisions and tradeoffs for a feature. Chains: decision-documentation, tradeoff-analysis, compliance-mapping. Use when a feature is being designed or shipped and accessibility decisions need to be captured.
document-based-lesson-designerGarethManningDesign a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-based investigation.
dual-coding-designerGarethManningDesign a visual complement to verbal content using dual coding principles for stronger encoding. Use when creating slides, diagrams, posters, or visual explanations of complex concepts.
ecological-inquiry-anchor-designerGarethManningDesign an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
edge-case-identificationOwl-ListenerIdentify and design for edge cases that disproportionately affect users with disabilities. Use when reviewing designs for completeness, planning test cases, or when someone says 'that's an edge case.' Triggers on: edge case, corner case, that's unlikely, only a few users, exception, unusual scenario, we'll handle that later, happy path, unhappy path, error state, empty state.
elaborative-interrogation-generatorGarethManningGenerate elaborative interrogation prompts that deepen encoding through targeted why and how questions. Use when students memorise without understanding or need deeper processing of content.
emergent-project-design-scaffoldGarethManningScaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.
erroneous-example-designerGarethManningDesign deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
error-analysis-protocolGarethManningDesign 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.
error-prevention-recoveryOwl-ListenerDesign error prevention, error messages, and recovery flows for cognitive accessibility. Use when designing forms, checkout flows, account creation, settings, data entry, or any flow where users can make mistakes. Triggers on: error handling, error messages, form errors, validation, users make mistakes, users abandon, error recovery, undo, forgiving design.
exit-ticketeasedupGenerates targeted end-of-lesson formative assessment questions matched directly to the lesson's learning intention. Quick to produce, immediately usable. Supports written, multiple choice, discussion, and self-assessment formats, including a differentiated option for mixed-readiness classes. Works standalone or as the closing element of a lesson plan produced by the EasedUP Lesson Planner.
experiential-learning-cycle-designerGarethManningStructure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.
explain-first-interrogatorGarethManningRequire the learner to explain a concept in their own words before the AI evaluates or extends it. Ensures the AI works from the learner's understanding rather than providing an explanation from scratch.
explicit-instruction-sequence-builderGarethManningBuild a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.
fading-managerGarethManningTrack performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.
feedback-and-statusOwl-ListenerDesign feedback and status communication that works across senses — visual, auditory, and haptic. Use when designing loading states, success messages, progress indicators, notifications, alerts, or any system response to user action. Triggers on: feedback, status, notification, alert, loading, progress, success message, confirmation, toast, snackbar, screen reader announcement, aria-live, colour alone.
feedback-comment-bankeasedupGenerates a reusable bank of written feedback phrases organised by rubric criterion and grade band. Designed to make marking a large set of work faster and more consistent. Phrases are specific and actionable, grounded in the rubric or achievement standards. Adapts to teacher voice if a voice profile is available. Works standalone or after a Rubric Builder or Assessment Outline output produced by EasedUP.
feedback-quality-analyserGarethManningAnalyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.
flexible-typographyOwl-ListenerDesign typography systems that adapt to user needs — scaling, spacing, and font preferences. Use when designing type systems, setting font sizes, defining line heights, or reviewing text readability across conditions. Triggers on: typography, font size, line height, letter spacing, word spacing, text scaling, dyslexia font, readable font, type scale, font units, rem, em, px, reading difficulty.
flow-state-condition-designerGarethManningOptimise 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.
focus-attention-designOwl-ListenerDesign interfaces that support sustained focus and reduce distractions. Use when designing for users with ADHD, attention difficulties, anxiety, or any context where focus matters — dashboards, reading experiences, task flows, forms, learning interfaces. Triggers on: focus, distraction, ADHD, attention, too busy, cluttered, visual noise, autoplay, notifications, pop-ups, interruptions.
form-labellingOwl-ListenerDesign form labels, instructions, and grouping that work for screen readers and cognitive accessibility. Use when designing or reviewing forms, input fields, checkboxes, radio buttons, select menus, or any data entry interface. Triggers on: form label, label, input label, fieldset, legend, placeholder, form instructions, form group, radio group, checkbox group, required field, form accessibility.
formative-assessment-loop-designerGarethManningDesign an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.
formative-assessment-technique-selectorGarethManningSelect the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.
gap-analysis-from-student-workGarethManningAnalyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.
generateOwl-ListenerGenerate a diverse, inclusive persona set for a product. Chains: disability-inclusive-personas, situational-impairment-mapping, assistive-technology-scenarios, ability-spectrum-mapping. Use when creating a new persona set or expanding an existing one to be more inclusive.
gesture-alternativesOwl-ListenerDesign alternatives to gesture-based and motion-based interactions. Use when designing swipe actions, pinch-to-zoom, shake-to-undo, tilt controls, multi-finger gestures, or any interaction that requires specific physical movements. Triggers on: gesture, swipe, pinch, shake, tilt, multi-touch, two-finger, rotation gesture, device motion, accelerometer, gyroscope.
goal-setting-protocol-designerGarethManningDesign a structured goal-setting protocol using SMART or implementation-intention frameworks for students. Use when launching units, projects, or developing student self-direction habits.
gradescope-assisted-gradingYuanpeng-LiInteractive, human-approved grading workflow for Gradescope assignments using the Gradescope MCP server. Use when helping an instructor or TA grade by first asking clarifying questions, establishing the grading contract, then previewing any rubric or grade mutation before execution.
handoffOwl-ListenerGenerate an accessibility decision handoff for engineering. Chains: decision-documentation, compliance-mapping, accessibility-testing-strategy. Use when a design is ready for implementation and the engineering team needs clear accessibility specifications.
heading-structureOwl-ListenerDesign heading hierarchies and content structure that work for screen readers and cognitive accessibility. Use when structuring pages, articles, dashboards, forms, or any content-heavy interface. Triggers on: headings, heading hierarchy, h1 h2 h3, content structure, page structure, screen reader navigation, document outline, semantic structure, heading levels.
hexagon-complexity-mapperGarethManningMap 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.
hinge-question-designerGarethManningDesign 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.
historical-document-set-curatorGarethManningDesign a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
historical-source-adapterGarethManningAdapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
historical-thinking-assessment-designerGarethManningDesign formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.
historical-thinking-strategy-modelling-guideGarethManningDesign a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.
ibl-uniteasedupCreates a complete inquiry-based learning (IBL) unit structured around a central inquiry question, an inquiry cycle, and student-generated understanding. Curriculum links are mapped throughout. Differentiation is integrated into each phase. Supports structured, guided, and open inquiry models. Works standalone or via the EasedUP Edu Collator. Always fetches curriculum content from EasedUP before generating. For units that require a public product and real-world audience as the organising structure, use the PBL Unit skill instead.
implementation-intention-designerGarethManningCreate 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.
inclusive-design-orchestratorGarethManningCoordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.
inclusive-user-storiesOwl-ListenerWrite user stories that account for disability and diverse abilities from the start. Use when writing user stories, acceptance criteria, jobs to be done, or requirements. Triggers on: user story, user stories, acceptance criteria, jobs to be done, JTBD, requirements, as a user I want, definition of done, story writing.
individual-spacing-algorithm-explainerGarethManningExplain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.
information-densityOwl-ListenerDesign interfaces where information density can be adjusted to suit different cognitive needs and preferences. Use when designing dashboards, data tables, feeds, inboxes, settings panels, or any interface with variable amounts of content. Triggers on: information density, too dense, too sparse, compact view, comfortable view, spacing, whitespace, data density, content density, crowded, breathing room.
instructional-coaching-conversation-guideGarethManningGenerate 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.
intelligent-tutoring-dialogue-designerGarethManningScript a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.
interdisciplinary-real-world-connection-mapperGarethManningMap curriculum connections across multiple subjects for a real-world problem or authentic context. Use when planning cross-curricular projects or connecting content to real issues.
interleaving-unit-plannerGarethManningRedesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.
keyboard-navigationOwl-ListenerDesign keyboard navigation and focus management for users who cannot or prefer not to use a mouse or touch screen. Use when designing any interactive interface — forms, menus, modals, tabs, carousels, drag-and-drop, data tables, or custom components. Triggers on: keyboard, focus, tab order, focus trap, skip link, arrow keys, keyboard shortcut, can't use mouse, motor disability, switch access, focus indicator, focus ring.
keyboard-reviewOwl-ListenerReview keyboard navigation and focus management in an existing interface. Chains: keyboard-navigation, feedback-and-status. Use when testing or reviewing keyboard accessibility specifically, before a release, or when users report keyboard issues.
kud-chart-authorGarethManningAuthors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.
kud-knowledge-type-mapperGarethManningClassify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
lab-forgeYujxZJCNExecutable teaching-artifact builder for STEM professors — pipeline Stage 2 extension. 5-agent team that builds lab and programming assignments as working packages: per-student synthetic datasets with planted, recoverable ground truth, starter-code scaffolds that run as shipped, autograders with visible/hidden test splits, and reference solutions produced by solving and verified by executing. Triggers on: lab assignment, programming assignment, problem set code, dataset for students, synthetic data, starter code, autograder, solution notebook, Jupyter, 实验作业, 编程作业, 数据集, 实验数据, 起始代码, 自动评分, 自动批改, 参考答案.
ladder-of-inference-reflectionGarethManningSlow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
language-demand-analyserGarethManningAnalyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.
learning-analytics-interpretation-guideGarethManningInterpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.
learning-progression-builderGarethManningBuild a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
learning-target-authoring-guideGarethManningAuthor learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.
lesson-builderYujxZJCNClass-meeting materials builder for university professors. 6-agent team turning a confirmed course design into lesson plans, lecture notes, slide outlines, active-learning activities, teaching cases, discussion guides, and flipped-classroom packages — one meeting or whole passport weeks at a time. Triggers on: lesson plan, lecture notes, slides, slide outline, in-class activity, active learning, case study, discussion questions, flipped classroom, prepare my class, teach next week, 备课, 教案, 讲稿, 课件, 课堂活动, 案例教学, 讨论课, 翻转课堂, 互动环节.
lesson-observation-protocol-designerGarethManningDesign a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.
lesson-opening-designerGarethManningDesign a lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.
lesson-plannereasedupCreates a single complete, curriculum-aligned lesson plan. Trigger this skill when a teacher wants to plan one lesson — including lesson goals, success criteria, a teaching sequence, differentiation, resources, and assessment. Always fetches live curriculum content from EasedUP before generating. Never invents curriculum codes or standards. Works standalone or when called by the EasedUP Edu Collator.
lesson-study-cycle-designerGarethManningDesign 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.
leverage-and-response-designGarethManningDesign a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
link-text-designOwl-ListenerWrite link text that makes sense out of context for screen reader users and improves usability for everyone. Use when writing or reviewing links, calls to action, navigation labels, or any clickable text. Triggers on: link text, click here, read more, learn more, screen reader links, link purpose, anchor text, call to action, CTA, ambiguous link.
media-literacy-deconstruction-protocolGarethManningDesign 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.
media-scripterYujxZJCNRecorded-media scripting for university professors. 4-agent team turning lecture notes and flipped-class specs into mini-lecture video scripts, shot-by-shot storyboards, 6–9-minute episode series, cleaned captions/transcripts, and podcast-style audio adaptations. Scripts are spoken language with built-in accessibility — not read-aloud prose. Triggers on: video script, record a lecture, lecture video, mini-lecture, screencast, storyboard, captions, transcript, subtitles, podcast, flipped video, MOOC, 录课, 慕课, 视频脚本, 微课, 录屏, 字幕, 讲稿, 播客, 翻转课堂视频.
memory-load-reductionOwl-ListenerDesign interfaces that minimise demands on working memory. Use when designing multi-step flows, dashboards, comparison tools, forms that span multiple screens, or any interface where users need to remember information across steps or sessions. Triggers on: memory, remember, forget, carry forward, multi-step, users drop off, too many steps, lose their place, context.
mental-model-mapperGarethManningSurface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
metacognitive-monitoring-ai-contextsGarethManningDesign metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
metacognitive-prompt-libraryGarethManningBuild a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.
mixed-age-learning-task-designerGarethManningDesign a learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.
motion-sensitivityOwl-ListenerDesign for people with vestibular disorders, motion sensitivity, or seizure conditions. Use when designing animations, transitions, parallax scrolling, video backgrounds, carousels, or any moving content. Triggers on: motion, animation, vestibular, motion sickness, dizzy, nausea, parallax, autoplay, flashing, seizure, prefers-reduced-motion, spinning, scrolljacking.
motivation-diagnostic-task-redesignGarethManningDiagnose 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.
multi-modal-inputOwl-ListenerDesign interfaces that offer multiple input methods so users can choose what works for their abilities and context. Use when designing any interactive system where users provide input — forms, search, editors, creative tools, communication interfaces. Triggers on: multi-modal, input methods, alternative input, how people interact, mouse alternative, touch alternative, input flexibility, switch access, eye tracking, head pointer.
multi-perspective-decision-wheelGarethManningStructure 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.
multimedia-accessibilityOwl-ListenerDesign accessible video, audio, and multimedia content with captions, transcripts, and audio descriptions. Use when creating or reviewing video, audio, podcasts, webinars, animations, or any time-based media. Triggers on: captions, subtitles, transcript, audio description, video accessibility, podcast accessibility, multimedia, closed captions, sign language, media player, autoplay.
orchestratoreasedupThe master orchestrator for all EasedUP teacher planning skills. Use this skill whenever a teacher wants to create ANY educational content — lesson plans, unit outlines, units of work, assessments, rubrics, differentiation, PBL units, slide decks, student task sheets, report comments, parent communications, or any other teaching resource. This skill should trigger at the START of any educational planning conversation, even if the teacher's request seems simple or they haven't specified exactly what they need. It sets the curriculum context, selects the right downstream skills, and coordinates the entire workflow. Do not skip this skill for educational tasks — it ensures all outputs are correctly aligned to the teacher's curriculum, year level, and preferences.
outdoor-learning-sequence-designerGarethManningDesign a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.
panel-reviewGarethManningSeven-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.
parent-commseasedupDrafts polished parent-facing communications in the teacher's voice. Supports newsletters, curriculum updates, excursion notes, learning update letters, end-of-term wrap-ups, and general class communications. Works best with a voice profile skill loaded (any skill named [teacher-name]-voice-profile). Can be used standalone for any teacher-to-family written communication. Trigger when a teacher asks to write a newsletter, letter home, excursion note, learning update, or any communication directed at families.
parent-curriculum-explainereasedupTranslates curriculum content descriptions into plain English for families. Explains what students are learning, why it matters at this stage, what it looks like in practice, and how families can support at home. Suitable for curriculum nights, newsletters, or unit overview letters. Always fetches real curriculum content from EasedUP — never paraphrases from memory. Trigger when a teacher asks to write a parent explainer, curriculum night handout, newsletter blurb, or unit overview for families.
pbl-uniteasedupCreates a complete project-based learning (PBL) unit structured around a driving question, real-world context, inquiry phases, milestones, and a public product. Curriculum links are mapped throughout — not bolted on at the end. Differentiation is integrated into each phase. Works standalone or via the EasedUP Edu Collator. Always fetches curriculum content from EasedUP before generating. For inquiry-based learning units without a product or public audience focus, use the IBL Unit skill instead.
pedagogical-content-knowledge-developerGarethManningDevelop 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.
perma-based-lesson-designerGarethManningDesign a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
perspective-taking-designerGarethManningDesign structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
phenomenon-based-unit-anchorGarethManningAnchor 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.
place-based-curriculum-orchestratorGarethManningPresent pathway options and orchestrate place-based curriculum design from a local place, curriculum requirement, or community issue. Use when place should become a primary text for learning.
place-based-inquiry-anchorGarethManningAnchor 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.
plain-language-designOwl-ListenerWrite and review content for plain language accessibility. Use when writing interface copy, error messages, instructions, onboarding text, help content, legal or medical information, forms, or any user-facing text. Triggers on: plain language, reading level, simplify text, jargon, hard to understand, nobody reads this, unclear copy, rewrite, too complicated, ESL, literacy, readability.
practice-problem-sequence-designerGarethManningGenerate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.
preference-auditOwl-ListenerAudit an existing interface for respect of user preferences including motion, contrast, colour scheme, and text scaling. Chains: user-preference-respect, responsive-accessibility, colour-independence. Use when reviewing an existing product for adaptive behaviour.
prepared-environment-designerGarethManningRedesign 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.
productive-failure-desirable-difficulty-designerGarethManningRedesign a direct instruction sequence to include productive struggle before the explanation phase. Use when teaching concepts that benefit from failure-first approaches.
productive-failure-protocolGarethManningStage 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.
professional-development-session-designerGarethManningDesign a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.
progressive-hint-ladderGarethManningProvide graduated assistance from abstract conceptual nudge to concrete procedural step, with reflection required before each escalation. Teaches help-seeking as a skill and prevents direct-answer shortcuts.
project-brief-designerGarethManningDesign a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
prompt-literacy-sequence-designerGarethManningDesign 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.
readable-contentOwl-ListenerWrite and structure content for diverse reading abilities and cognitive styles. Use when writing long-form content, help documentation, product descriptions, policies, terms, or any content that needs to be understood by a wide audience. Triggers on: readability, reading level, too long, too dense, wall of text, hard to read, simplify content, content accessibility, scannable, skimmable.
reading-comprehension-strategy-selectorGarethManningSelect and sequence reading comprehension strategies matched to a specific text's challenges and demands. Use when students struggle with a text or need targeted reading support.
reflective-practice-prompt-generatorGarethManningGenerate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.
regenerative-project-design-orchestratorGarethManningPresent project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.
reggio-documentation-protocolGarethManningDesign a pedagogical documentation protocol for making children's learning processes visible and shareable. Use when documenting learning, communicating with families, or planning next steps.
report-commenteasedupDrafts personalised report comments in the teacher's own voice, aligned to achievement standards language. Requires the teacher to provide the achievement level judgment — the skill never infers or assigns grades. Works best when a voice profile skill is loaded (any skill named [teacher-name]-voice-profile). Always fetches achievement standards from EasedUP to ground the language. Produces drafts for teacher review — never final without teacher approval. Trigger when a teacher asks to write, draft, or generate report comments for students.
responsive-accessibilityOwl-ListenerDesign responsive layouts that maintain accessibility across screen sizes, zoom levels, and orientations. Use when designing responsive interfaces, testing zoom behaviour, or reviewing layouts across devices. Triggers on: responsive, zoom, reflow, breakpoint, mobile accessibility, screen size, orientation, viewport, 200% zoom, text scaling, layout shift, horizontal scroll.
responsive-reviewOwl-ListenerReview responsive and flexible layout for accessibility across devices, zoom levels, and orientations. Chains: responsive-accessibility, flexible-typography, information-density. Use when testing an existing interface across screen sizes and zoom levels for accessibility.
restorative-practice-protocol-designerGarethManningDesign a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between students.
retrieval-practice-generatorGarethManningGenerate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.
retrieve-first-gateGarethManningBefore 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.
reviewOwl-ListenerRun a full cognitive accessibility review of a flow, screen, or interface. Chains: cognitive-load-assessment, plain-language-design, wayfinding-navigation, error-prevention-recovery, focus-attention-design, memory-load-reduction.
rewriteOwl-ListenerRewrite content in plain language while preserving meaning. Chains: readable-content, link-text-design. Use when given content that is too complex, jargon-heavy, or inaccessible for the target audience.
rubric-buildereasedupBuilds a criteria-based marking rubric with descriptors drawn directly from achievement descriptor language. Never invents descriptors — always fetches live achievement descriptors from EasedUP first, or uses them from context if Assessment Outline was just run. Works standalone or as a direct follow-on from the Assessment Outline skill. Trigger when a teacher needs a rubric for any assessment task.
ruler-emotional-literacy-sequenceGarethManningDesign a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.
scaffolded-task-modifierGarethManningModify 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.
scenario-mapOwl-ListenerMap inclusive usage scenarios across ability spectrums for a product or feature. Chains: ability-spectrum-mapping, situational-impairment-mapping, assistive-technology-scenarios. Use when planning test coverage, identifying accessibility gaps, or understanding how a feature performs across diverse users.
scope-and-sequence-designerGarethManningDesign a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.
scoping-for-transformative-learning-inquiryGarethManningDefine the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.
seeds-regenerative-inquiry-cycleGarethManningDesign 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.
self-determined-project-design-protocolGarethManningStructure a student's self-determined project with mentoring checkpoints, competency alignment, and reflection. Use when guiding student-led projects within a competency-based framework.
self-efficacy-builder-sequenceGarethManningDesign 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.
self-explanation-prompt-designerGarethManningCreate self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.
self-regulation-scaffold-generatorGarethManningGenerate scaffolds supporting student self-regulation across planning, monitoring, and evaluation phases. Use when students struggle to manage their own learning during extended or independent tasks.
service-learning-project-designerGarethManningDesign a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.
sheltered-instruction-lesson-modifierGarethManningModify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.
simplified-viewsOwl-ListenerDesign simplified and reduced-complexity views of interfaces for users who need less visual noise and fewer options. Use when designing settings, dashboards, complex tools, or any interface that could benefit from a simpler mode. Triggers on: simplified view, simple mode, easy mode, basic view, reduce complexity, less clutter, overwhelmed, too many options, beginner mode, essential view, focus mode.
simplifyOwl-ListenerSimplify content and interactions to reduce cognitive load. Chains: plain-language-design, cognitive-load-assessment, focus-attention-design. Use when given content, a flow, or an interface that needs to be made more accessible.
single-point-rubric-designerGarethManningDesign 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.
situational-impairment-mappingOwl-ListenerMap situational impairments that affect all users in specific contexts — not just people with permanent disabilities. Use when designing for mobile, outdoor, noisy, stressful, or multitasking contexts. Triggers on: situational, context of use, environment, one-handed, bright sunlight, noisy, driving, multitasking, gloves, temporary disability, context, edge case.
slide-deckeasedupBuilds a structured lesson presentation from a lesson plan or unit content. Produces a slide-by-slide outline including speaker notes — what to show and what to say. Checks for a slide-deck-template skill before applying default structure. Works standalone or as a follow-on from Lesson Planner. If no lesson plan is in context, fetches curriculum content to ground learning intentions and success criteria. Does not produce a file — outputs the slide structure and content for the teacher to build in their preferred tool (PowerPoint, Google Slides, Canva, Keynote). Trigger when a teacher asks to create a slide deck, lesson presentation, or lesson slides.
socratic-questioning-sequence-generatorGarethManningGenerate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.
source-credibility-evaluation-protocolGarethManningDesign a source evaluation protocol using lateral reading and credibility checks for digital information. Use when students need to evaluate websites, online sources, or social media claims.
sourcing-skill-builderGarethManningBuild students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
spaced-practice-schedulerGarethManningDesign a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.
specifyOwl-ListenerSpecify adaptive behaviour for an interface. Chains: user-preference-respect, responsive-accessibility, flexible-typography, colour-independence, simplified-views, information-density. Use when designing a new interface and you want to build adaptability in from the start.
srl-session-wrapperGarethManningWrap 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.
stakeholder-communicationOwl-ListenerCommunicate accessibility decisions, requirements, and value to stakeholders who aren't accessibility specialists. Use when presenting accessibility work to leadership, product managers, engineers, or anyone who needs to understand why accessibility decisions matter. Triggers on: stakeholder, business case, justify accessibility, explain accessibility, leadership, executive, ROI, why accessibility, cost of accessibility, persuade, convince, accessibility presentation.
structureOwl-ListenerStructure content for screen reader and assistive technology use. Chains: heading-structure, alt-text-design, table-accessibility, form-labelling. Use when building a new page, document, or content template and you want to get the structural accessibility right from the start.
stuck-and-error-diagnosis-coachGarethManningWhen 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.
student-mentorYujxZJCNDuring-semester student support for university professors. 5-agent team covering feedback on student work (Hattie & Timperley structured, single or batch), struggling-student intervention plans, recommendation letters with bias-aware language checks, difficult student communications, office-hours preparation, and grad-student/advisee mentoring plans. Every output affects an identifiable person — drafts only, evidence-bound, professor verifies before sending. Triggers on: feedback on student work, grade comments, struggling student, recommendation letter, reference letter, student email, office hours, advising, mentoring, thesis student, difficult conversation, 学生反馈, 批改, 评语, 推荐信, 学生邮件, 答疑, 指导学生, 研究生指导, 师生沟通.
student-task-sheeteasedupTranslates a teacher's lesson plan or assessment task into a clear, student-facing document students can work from independently. Includes instructions, scaffolds, success criteria in student language, and an extension prompt. Works standalone or as a follow-on from Lesson Planner, Unit of Work, or Assessment Outline. Checks for a student-task-sheet template skill before applying the default structure. Trigger when a teacher asks to create a student task sheet, student-facing instructions, or a task handout.
study-strategy-selectorGarethManningSelect evidence-based study strategies matched to material type, learning goal, and student habits. Use when advising students on revision techniques, homework, or independent study approaches.
submission-auditorYujxZJCNSpecification-driven submission auditing for university professors. 4-agent team that compiles a professor's template, requirements doc, rubric, or exemplar into a checkable Submission Spec, audits student submissions (single or batch) against it with evidence-located findings, and produces per-student feedback reports plus a class-level pattern report. Works for any genre: lab reports, papers, theses, code projects, presentation decks. Triggers on: check submissions, format check, check against template, does this meet the requirements, lab report check, audit student work, compliance check, submission requirements, batch check, 检查作业, 格式检查, 格式审查, 实验报告检查, 论文格式, 检查是否符合要求, 批量检查, 提交规范.
systems-awareness-icebergGarethManningMap a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.
systems-wellbeing-impact-mapperGarethManningMap systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.
ta-coordinatorYujxZJCNTeaching-team management for university professors. 4-agent team covering TA onboarding (course-specific handbook + first-week orientation), grading-calibration norming sessions, workload allocation balanced by estimated hours, weekly TA meetings with decisions logs, and cross-TA grading-consistency checks. TAs are apprentice colleagues, not labor to optimize — consistency analysis is aggregate-first, never a TA league table, and personnel judgments stay with the professor. Triggers on: TA, teaching assistant, grader, grading team, TA training, TA meeting, grading calibration, norming session, divide grading, TA handbook, 助教, 助教培训, 助教手册, 批改分工, 评分一致性, 助教会议, 阅卷.
table-accessibilityOwl-ListenerDesign data tables that work for screen readers and cognitive accessibility. Use when creating or reviewing tables, data grids, comparison tables, pricing tables, or any tabular data. Triggers on: table, data table, grid, spreadsheet, comparison table, pricing table, screen reader table, table headers, scope, caption, complex table.
teach-back-evaluatorGarethManningThe 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.
teacher-inquiry-cycle-designerGarethManningDesign 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.
teaching-pipelineYujxZJCNFull teaching-lifecycle orchestrator for university professors. 4-agent team driving the six sibling skills through staged gates over the Course Passport: design → alignment gate → build → assess → quality gate → semester delivery loop → reflection → next-term improvement. Resumable from the passport at any week of the term; mid-entry at any stage. Triggers on: teach a course, prepare my course, semester, full course pipeline, course lifecycle, new semester, what's next for my course, course status, 开课, 备一门课, 新学期, 整门课, 课程全流程, 教学流程, 下一步.
technological-pedagogical-content-knowledge-developerGarethManningDevelop 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.
text-complexity-analyserGarethManningAnalyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.
think-aloud-script-generatorGarethManningScript a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.
three-horizons-learning-transition-mapperGarethManningMap 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.
three-part-lesson-designerGarethManningDesign a Montessori three-period lesson for introducing concepts through concrete materials and naming. Use when teaching vocabulary, classifications, or concepts through hands-on materials.
touch-target-designOwl-ListenerDesign touch targets and pointer interactions that work for people with motor difficulties, tremors, limited dexterity, or who use assistive pointing devices. Use when designing buttons, links, form controls, mobile interfaces, or any clickable/tappable elements. Triggers on: touch target, tap target, button size, too small to tap, fat finger, motor disability, dexterity, tremor, pointer, click area, hit area, mobile buttons.
tradeoff-analysisOwl-ListenerAnalyse accessibility tradeoffs when a design decision improves accessibility for one group but may affect another, or when accessibility competes with other requirements. Use when facing conflicting accessibility needs, business pressure to reduce accessibility scope, or technical constraints that limit accessibility options. Triggers on: tradeoff, trade-off, compromise, accessibility vs performance, accessibility vs deadline, conflicting needs, which users, who do we prioritise, can't do both, accessibility scope.
transfer-bridgeGarethManningAfter 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.
trauma-informed-practice-designerGarethManningDesign 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.
ubuntu-collective-knowledge-task-designerGarethManningDesign learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition.
udl-barrier-anticipatorGarethManningPredicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.
udl-lesson-auditorGarethManningAudits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.
udl-options-designerGarethManningGenerates multiple means of engagement, representation, and action/expression for a given learning goal. Produces specific, practical alternatives — not generic options — and recommends the highest-impact single change.
unassisted-evidence-checkpointGarethManningAfter scaffolded practice, run an unassisted check — a problem with no AI help. Separates what the learner can do with support from what they can do independently. Critical for preventing phantom attainment.
uninterrupted-work-cycle-designerGarethManningDesign an uninterrupted work cycle with choice-based activities structured within a realistic time block. Use when planning Montessori-style independent work periods or extended choice time.
unit-of-workeasedupCreates a complete, ready-to-teach unit of work with every lesson planned in full detail. Trigger this skill when a teacher has a confirmed unit outline and wants to expand it into a full lesson-by-lesson unit. Always validates the unit outline before expanding — never generates full lesson detail without first confirming the unit shape. Calls the Lesson Planner skill internally for each lesson to ensure consistent structure and curriculum alignment throughout. Works standalone or when called by the EasedUP Edu Collator.
unit-outlineeasedupCreates a high-level unit outline — scope and sequence, big ideas, essential questions, curriculum links, and assessment overview — before committing to full lesson detail. Use this as the first stage of unit planning, or as a standalone deliverable when a teacher needs a unit overview for planning, reporting, or sharing with colleagues. Always validates with the teacher before expanding to a full Unit of Work.
user-preference-respectOwl-ListenerDesign interfaces that detect and respond to system-level user preferences. Use when implementing dark mode, reduced motion, high contrast, text scaling, or any user preference that affects how the interface renders. Triggers on: user preference, system preference, prefers-reduced-motion, prefers-contrast, prefers-color-scheme, forced-colors, media query, user settings, system settings, accessibility settings, OS settings.
variation-theory-task-designerGarethManningDesign a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.
vocabulary-tiering-toolGarethManningTier vocabulary from a text or topic into everyday, academic, and technical categories with teaching priorities. Use when pre-teaching vocabulary or identifying language barriers in a text.
voice-interactionOwl-ListenerDesign voice interactions and speech interfaces that work for people with diverse speech patterns, accents, and communication styles. Use when designing voice commands, voice search, dictation, voice assistants, or any interface that accepts speech input. Triggers on: voice, speech, dictation, voice command, voice search, speech recognition, accent, stutter, speech disability, non-verbal, AAC, voice assistant, talk to type.
voice-style-captureeasedupLearns a teacher's written voice from examples so that report comments and parent communications sound like the teacher wrote them. Run this skill once before using Report Comment Writer or Parent Comms Writer. Analyses tone, sentence patterns, vocabulary, warmth level, and structural habits from the teacher's own writing samples. Produces a saved voice profile skill file — [teacher-name]-voice-profile — that Report Comment Writer and Parent Comms Writer detect and apply silently when loaded. Trigger when a teacher wants to personalise their AI-drafted communications or report comments to match their own writing style.
wayfinding-navigationOwl-ListenerDesign navigation and information architecture for cognitive accessibility. Use when designing or reviewing navigation, site maps, page hierarchies, breadcrumbs, search, multi-step flows, or any structure where users need to find content and know where they are. Triggers on: users get lost, navigation, wayfinding, information architecture, breadcrumbs, findability, site map, confusing structure, where am I.
weekly-agency-reviewGarethManningReview 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.
wellbeing-learning-connection-mapperGarethManningMap 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.
worked-example-fading-designerGarethManningDesign a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.
worked-example-to-problem-solving-transition-designerGarethManningDesign the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.