Claude Skills by nota-america

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

The 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.

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.

Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.

Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.

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.

Design a Montessori three-period lesson for introducing concepts through concrete materials and naming. Use when teaching vocabulary, classifications, or concepts through hands-on materials.

After 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.

Design 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.

Design learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition.

Predicts access barriers in a learning task before delivery, given a learner variability profile. Distinguishes between barriers addressable through design and those requiring specialist support.

Audits an existing lesson against UDL's three principles — engagement, representation, and action/expression. Identifies specific access barriers and suggests concrete modifications ranked by impact.

Generates 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.

After 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.

Design 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.

Design 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.

Tier 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.

Review 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.

Map 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.

Design 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.

Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.

Fast headless browser for QA testing and site dogfooding. (gstack)

Auto-review pipeline — reads the full CEO, design, eng, and DX

Cross-model benchmark for gstack skills. (gstack)

Performance regression detection using the browse daemon. (gstack)

Fast headless browser for QA testing and site dogfooding. (gstack)

Scrape the Hacker News front page (titles, points, comment counts).

Post-deploy canary monitoring. (gstack)

Safety guardrails for destructive commands. (gstack)

OpenAI Codex CLI wrapper — three modes. (gstack)

Launch GStack Browser — AI-controlled Chromium with the sidebar

Restore working context saved earlier by /context-save. (gstack)

Save working context. (gstack)

Chief Security Officer mode. (gstack)

"Design consultation: understands your product, researches the

"Design finalization: generates production-quality Pretext-native

"Designer's eye QA: finds visual inconsistency, spacing issues,

"Design shotgun: generate multiple AI design variants, open a

Live developer experience audit. (gstack)

Generate missing documentation from scratch for a feature, module,

Post-ship documentation update. (gstack)

Restrict file edits to a specific directory for the session. (gstack)

Upgrade gstack to the latest version.

"Full safety mode: destructive command warnings + directory-scoped

Code quality dashboard. (gstack)

Systematic debugging with root cause investigation. (gstack)

"Remove the DebugBridge SPM package and all #if DEBUG wiring from

Visual design audit for iOS apps on real hardware. (gstack)

Autonomous iOS bug fixer. (gstack)