Claude Skills by nota-america

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.

Adapt 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.

Create 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.

Identify 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.

Design 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.

Create 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.

Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

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

Design 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.

Design 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.

Design 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.

Generate elaborative interrogation prompts that deepen encoding through targeted why and how questions. Use when students memorise without understanding or need deeper processing of content.

Scaffold 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.

Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.

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.

Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.

Require 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.

Build 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.

Track 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.

Analyse existing written feedback for quality, specificity, actionability, and impact on student learning. Use when reviewing teacher or peer feedback to improve feedback practices.

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.

Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.

Select 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.

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

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.

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.

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 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.

Adapt 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.

Design 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.

Design 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.

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.

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

Explain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.

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.

Script 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.

Map 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.

Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.

Authors 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.

Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.

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

Analyse 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.

Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

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

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 lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.

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.

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