12 件 ・ 関連度順
概要と使いどころ
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.
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
日本語の概要は準備中です。原文の説明を表示しています。
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).
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
日本語の概要は準備中です。原文の説明を表示しています。
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.
日本語の概要は準備中です。原文の説明を表示しています。
Use when the learner benefits from guided questioning to build reasoning and uncover misconceptions before receiving direct answers.
日本語の概要は準備中です。原文の説明を表示しています。
Use when diagnosing a repeated conceptual mistake and designing a targeted correction loop to replace the faulty mental model.
日本語の概要は準備中です。原文の説明を表示しています。