Build a five-level rubric with internally coherent logic for a specific learning target within a developmental band. Use when creating rubrics for competency-based assessment systems.
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.
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.
Generate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.
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.
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.
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.
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.
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 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.
Guides pre-writing planning for academic papers with 4 structured steps: story design (task-challenge-insight-contribution-advantage), experiment planning (comparisons + ablations), figure design (pipeline + teaser), and 4-week timeline management. Includes counterintuitive planning tactics (write a mock rejection letter to identify weaknesses before writing, narrow before broad claims, design ablations first). Use when: user wants to plan a paper before writing, design story/contributions, plan experiments, create figure sketches, set a writing timeline, or write a pre-emptive rejection letter for planning purposes. Do NOT use for actual writing (use paper-writing), running experiments (use experiment-pipeline), self-reviewing a finished draft (use paper-review), or finding research problems (use research-ideation).
Guides writing effective rebuttals after receiving peer review feedback. Covers review diagnosis (score-driven color-coding), response strategy (champion identification, common-theme consolidation), tactical writing (18 rules), and counterintuitive rebuttal principles. Use when: user received reviewer scores/comments, needs to write a rebuttal or author response, wants to respond to specific criticism (e.g. 'limited novelty', 'missing baselines'), mentions 'rebuttal', 'reviewer comments', 'author response', or 'respond to reviewers'. Do NOT use for pre-submission self-review (use paper-review instead).
Codex architecture consulting. Use when: designing features, evaluating architecture, getting second opinion on design. Not for: implementation (use codex-implement), code review (use codex-code-review). Output: architecture advice + design recommendations.
Document review via Codex MCP. Use when: reviewing .md docs, tech spec audit, document quality check. Not for: code review (use codex-code-review), test review (use test-review). Output: 5-dimension rating table + gate.
Reference guide for writing effective agent prompts and skills. Use when creating new skills, reviewing prompt quality, or understanding Warden's prompt architecture.
Analyze your Claude Code session logs to improve prompt quality, optimize tool usage, and become a better AI-native engineer.
Beamer LaTeX slide workflow: create, compile, review, and polish academic presentations. Use this skill whenever the user works on Beamer .tex slide decks, or asks to create slides, make a presentation, prepare a lecture, build a talk, or generate Beamer slides from a paper. Covers: creation, editing, compilation, proofreading, visual audit, pedagogical review, TikZ diagrams, figure extraction, and comprehensive quality checks. Trigger on: beamer, slides, lecture, presentation, seminar talk, conference talk, defense slides, tikz, compile latex, proofread slides, slide review, 讨论班, 论文讲解. Do NOT trigger on: powerpoint, pptx, PPT, 做PPT — use the powerpoint-slides skill instead.
Load automatically when user asks to learn Medusa development (e.g., "teach me how to build with medusa", "guide me through medusa", "I want to learn medusa"). Interactive guided tutorial where Claude acts as a coding bootcamp instructor, teaching step-by-step with checkpoints and verification.
