Mohit
fb85a1cb55
Processed 27 skills: teaching-lesson-plan through feature-prioritisation and all figma skills. Added Anti-Patterns sections to all 27 skills. Added Quality Checks section to financial-due-diligence (was missing entirely). Converted user-research-synthesis Quality Standards to binary checkbox format. Rewrote descriptions for figma-design-critique-pm, figma-design-qa, figma-design-review, team-health-check, and user-interview-synthesis. https://claude.ai/code/session_01MuGKn3a3Gbqoe8uM5Lmuqt
127 lines
4.8 KiB
Markdown
127 lines
4.8 KiB
Markdown
---
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name: teaching-lesson-plan
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description: "Design a structured lesson plan for any subject, audience, or format. Use when asked to write a lesson plan, course outline, teaching session, workshop curriculum, or training module. Produces a complete lesson plan with learning objectives, activities, timing, assessment, and differentiation guidance."
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---
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# Teaching Lesson Plan Skill
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Produces a complete, structured lesson plan for any subject, age group, or setting — from a one-hour corporate training to a full school lesson. Built around clear learning objectives, varied activities, and formative assessment.
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## Required Inputs
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Ask the user for these if not provided:
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- **Subject or topic**
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- **Audience** (age group, experience level, group size)
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- **Session length** (30 / 45 / 60 / 90 / 120 minutes)
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- **Setting** (classroom / workshop / online / corporate training / one-to-one)
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- **Learning goal** (what should participants know or be able to do by the end?)
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- **Prior knowledge** (what can you assume they already know?)
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## Output Structure
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---
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# Lesson Plan: [Topic]
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**Subject:** [Subject] | **Audience:** [Description] | **Duration:** [X minutes]
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**Setting:** [Setting] | **Group size:** [N]
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---
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## Learning Objectives
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By the end of this session, participants will be able to:
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1. [Objective 1 — use Bloom's taxonomy verbs: recall, explain, apply, analyse, evaluate, create]
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2. [Objective 2]
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3. [Objective 3 — maximum 3–4 objectives per session]
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**Key vocabulary:** [3–5 terms participants will need to know]
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---
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## Materials and Preparation
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- [ ] [Resource 1 — slides, handout, equipment]
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- [ ] [Resource 2]
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- [ ] Room setup: [configuration — rows / circles / tables / breakout spaces]
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---
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## Lesson Structure
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| Time | Phase | Activity | Format |
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|---|---|---|---|
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| [00:00] | Hook / Opener | [How you grab attention and establish relevance] | [Whole group / Individual / Pairs] |
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| [00:05] | Prior knowledge | [How you connect to what they already know] | [Discussion / Quiz / Think-pair-share] |
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| [00:15] | Instruction | [Direct teaching of new content] | [Explanation / Demo / Video] |
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| [00:30] | Guided practice | [Supported practice with feedback] | [Worked examples / Group task] |
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| [00:50] | Independent practice | [Students apply learning independently] | [Task / Problem / Discussion] |
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| [01:05] | Check for understanding | [Formative assessment] | [Exit ticket / Quiz / Q&A] |
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| [01:15] | Closure | [Summarise, connect to next session] | [Whole group] |
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---
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## Key Explanations and Worked Examples
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### [Concept 1]
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[Clear explanation + one concrete worked example. Explain the concept the way a good teacher would — no jargon without definition, one idea at a time.]
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### [Concept 2]
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[Explanation + example]
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---
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## Differentiation
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**For those who need more support:**
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- [Scaffold: e.g. sentence starters, worked examples, vocabulary cards]
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- [Modified task or reduced scope]
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**For those ready for a challenge:**
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- [Extension: e.g. apply to a new context, evaluate, create something]
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---
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## Formative Assessment (Check for Understanding)
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**During session:**
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- [Method 1: e.g. Cold calling with no-stakes approach, thumbs up/down, mini whiteboards]
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- [Method 2: e.g. Think-pair-share before moving on]
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**Exit ticket (last 5 minutes):**
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[One specific question that directly tests the learning objective — not "what did you enjoy?" but "solve this problem" or "explain this concept in your own words"]
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---
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## Common Misconceptions to Address
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| Misconception | Correct understanding | How to address it |
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|---|---|---|
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| [What learners often get wrong] | [The correct version] | [Specific activity or explanation] |
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---
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## Quality Checks
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- [ ] Learning objectives use action verbs (not "understand" or "know")
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- [ ] Session has a clear hook that establishes relevance
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- [ ] Activities are varied (not all listening)
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- [ ] Formative assessment checks the actual learning objective
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- [ ] Differentiation is specified for both support and extension
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- [ ] Timing adds up to session length
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## Anti-Patterns
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- [ ] Do not design a lesson plan without explicitly stating the learning objectives — activities must trace back to outcomes
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- [ ] Do not allocate timing that does not add up to the total session length — the plan must be time-feasible
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- [ ] Do not create activities with no assessment component — learning must be measurable, not just delivered
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- [ ] Do not ignore differentiation — a plan with no accommodation for different learning levels or abilities is incomplete
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- [ ] Do not front-load all content delivery without interactive breaks — passive listening degrades retention after 15–20 minutes
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## Example Trigger Phrases
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- "Write a lesson plan on [topic] for [audience]"
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- "Design a 60-minute session on [subject]"
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- "Create a training module on [skill]"
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- "Plan a workshop on [topic] for [group]"
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