Claude Skills by gabrielmoreira

Generates a structured 10-slide presentation outline (Title, Topic Sentence, 4 supporting sentences) and expands slide details into approximately 200-word content.

Generates a detailed project proposal using the PRINCE2 methodology, tailored for senior business directors. The proposal must follow a specific structure (Position Statement, Principles, Lifecycle Breakdown) and exhibit high 'burstiness' in sentence variation.

Design multi-informant assessment approaches for dispositional competencies like curiosity or resilience. Use when assessing character strengths or competencies that written tests cannot capture.

Coordinates UDL and differentiation tools through a universal-first hierarchy: barrier removal before targeted differentiation before individualised accommodation. Use when planning accessible learning.

Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.

Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.

Present 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.

Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.

Define 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.

Design 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.

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.

Design 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.

Map 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.

Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.

Generate 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.

Design a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.

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.

Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.

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.

Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.

Generate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.

Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.

Develop 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.

Generate 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.

Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.

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.

Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.

Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.

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.

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.

Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

Generate 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.

Select 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.

Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

Design the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.

Map 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.

Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.

Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.

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

Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.

Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

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.

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.

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

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.

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.

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.

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.

Design a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between students.

Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.