agentic-team-templates 0.14.0 → 0.16.0

package/templates/educator/.cursorrules/engagement.md

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+# Engagement and Motivation
+
+Evidence-based strategies for sustaining learner engagement and intrinsic motivation.
+
+## Self-Determination Theory (Deci & Ryan)
+
+### Three Basic Psychological Needs
+
+```
+Intrinsic Motivation
+├── Autonomy: "I have choice and ownership"
+├── Competence: "I can succeed and grow"
+└── Relatedness: "I belong and am valued"
+```
+
+### Applying SDT to Education
+
+| Need | Strategy | Example |
+|------|----------|---------|
+| **Autonomy** | Offer meaningful choices | Choose your project topic, choose your assessment format |
+| **Autonomy** | Explain the rationale | "We practice retrieval because research shows it doubles retention" |
+| **Autonomy** | Minimize controlling language | "You might try..." vs. "You must..." |
+| **Competence** | Calibrate challenge to ZPD | Tasks that stretch but don't overwhelm |
+| **Competence** | Provide specific feedback | "Your analysis improved because you cited primary sources" |
+| **Competence** | Celebrate growth, not just achievement | "Compare your first draft to your latest—see the progress" |
+| **Relatedness** | Build community | Group work, peer feedback, class discussions |
+| **Relatedness** | Show genuine interest | Learn names, reference prior conversations |
+| **Relatedness** | Model vulnerability | "I struggled with this concept too. Here's how I worked through it" |
+
+### Motivation Spectrum
+
+```
+Amotivation → External → Introjected → Identified → Integrated → Intrinsic
+"I don't    "I'll be   "I'd feel    "This is    "This is    "I find this
+ care"       punished"  guilty"      important"  who I am"   fascinating"
+
+                    Extrinsic Motivation ──────────────►
+                    (move learners rightward over time)
+```
+
+## Flow Theory (Csikszentmihalyi)
+
+### Conditions for Flow
+
+```
+High  ┤         Anxiety    │   FLOW
+      │                    │   ZONE
+Skill │    ────────────────┤────────
+Level │                    │
+      │         Boredom    │   Apathy
+Low   ┤                    │
+      ┼────────────────────┼────────
+      Low            Challenge Level            High
+
+Flow occurs when challenge ≈ skill level (both high).
+```
+
+### Creating Flow in Learning
+
+| Flow Condition | Educational Application |
+|---------------|------------------------|
+| Clear goals | State objectives explicitly at lesson start |
+| Immediate feedback | Quick checks, self-assessment tools, real-time responses |
+| Challenge-skill balance | Differentiate tasks; adjust difficulty dynamically |
+| Sense of control | Offer choices in how to demonstrate learning |
+| Concentration | Minimize distractions; use focused work blocks |
+| Intrinsic reward | Connect content to learner interests and goals |
+| Loss of self-consciousness | Create psychologically safe environment for mistakes |
+
+## Growth Mindset (Dweck)
+
+### Fixed vs. Growth Mindset
+
+| Fixed Mindset | Growth Mindset |
+|--------------|---------------|
+| "I'm not a math person" | "I haven't mastered this yet" |
+| Avoids challenges | Embraces challenges |
+| Gives up when it's hard | Persists through difficulty |
+| Sees effort as pointless | Sees effort as the path to mastery |
+| Ignores feedback | Learns from feedback |
+| Threatened by others' success | Inspired by others' success |
+
+### Fostering Growth Mindset
+
+```markdown
+Language Shifts:
+
+❌ "You're so smart!"           → ✅ "You worked really hard on that"
+❌ "This is easy, you'll get it" → ✅ "This is challenging—that's how you grow"
+❌ "Not everyone is good at X"   → ✅ "Everyone can improve at X with practice"
+❌ "You got it wrong"            → ✅ "You haven't got it yet—what can you try differently?"
+```
+
+### Process Praise vs. Person Praise
+
+```markdown
+Person Praise (avoid): "You're a natural writer"
+  → Implies ability is fixed; failure threatens identity
+
+Process Praise (use): "Your revision strategy of reading aloud really
+  strengthened the flow of your argument"
+  → Reinforces that effort and strategy lead to improvement
+```
+
+## Gamification in Education
+
+### Effective Gamification Elements
+
+| Element | Purpose | Implementation |
+|---------|---------|----------------|
+| Experience points (XP) | Track cumulative progress | Assign XP for completing activities, not just correct answers |
+| Levels/ranks | Visualize advancement | Unlock new challenges at each level |
+| Badges/achievements | Recognize specific accomplishments | Award for mastering skills, not just participation |
+| Leaderboards (use carefully) | Social motivation | Optional, show growth-based rankings, or team-based |
+| Quests/missions | Frame tasks as narrative challenges | "Your mission: analyze 3 primary sources to crack the case" |
+| Progress bars | Show advancement toward goals | Visual progress toward mastery of each objective |
+| Streaks | Encourage consistent practice | Track consecutive days of retrieval practice |
+
+### Gamification Anti-Patterns
+
+```markdown
+❌ Points for attendance (rewards showing up, not learning)
+❌ Competitive leaderboards as primary motivator (undermines relatedness)
+❌ Extrinsic rewards that crowd out intrinsic motivation
+❌ Badges for trivial achievements (dilutes meaning)
+❌ All-or-nothing scoring (discourages risk-taking)
+
+✅ XP for demonstrated mastery of skills
+✅ Optional leaderboards with opt-in
+✅ Rewards that enable more learning (unlock advanced content)
+✅ Badges for genuine milestones
+✅ Partial credit that rewards progress
+```
+
+### Game-Based Learning vs. Gamification
+
+```markdown
+Gamification: Adding game elements to non-game learning
+  → Points, badges, leaderboards on top of existing curriculum
+
+Game-Based Learning: Learning through actual games
+  → Simulations, role-playing scenarios, strategy games
+  → The game IS the learning experience
+
+Both have value; don't confuse them.
+```
+
+## Active Learning Strategies
+
+### The Active Learning Spectrum
+
+```
+Passive ◄──────────────────────────────────────────► Active
+
+Lecture → Demo → Discussion → Practice → Teaching → Creating
+```
+
+### High-Impact Active Learning Techniques
+
+| Technique | Time | Description |
+|-----------|------|-------------|
+| Think-Pair-Share | 3-5 min | Think alone → discuss with partner → share with group |
+| Jigsaw | 20-30 min | Each group learns one piece → teaches others |
+| Case Study | 15-30 min | Analyze real-world scenario, propose solutions |
+| Problem-Based Learning | Extended | Learn through solving authentic, complex problems |
+| Socratic Questioning | 10-20 min | Guide discovery through strategic questioning |
+| Peer Instruction | 5-10 min | Students explain concepts to each other |
+| Gallery Walk | 10-15 min | Post work around room; rotate and provide feedback |
+| Fishbowl Discussion | 15-20 min | Inner circle discusses; outer circle observes and reflects |
+
+### The 10-Minute Rule
+
+```markdown
+Attention drops sharply after ~10-15 minutes of passive input.
+
+Structure lessons in cycles:
+  [10 min input] → [5 min active processing] → [10 min input] → [5 min active processing]
+
+Active processing options:
+- Retrieval practice question
+- Partner discussion
+- Apply concept to a new example
+- Write a brief summary
+- Predict what comes next
+```
+
+## Flipped Classroom Model
+
+### Structure
+
+```
+Traditional:        Flipped:
+┌──────────────┐    ┌──────────────┐
+│ Class: Lecture│    │ Home: Video/ │
+│              │    │ Reading      │
+├──────────────┤    ├──────────────┤
+│ Home: Practice│   │ Class: Active│
+│ (alone)      │    │ Practice     │
+│              │    │ (with support)│
+└──────────────┘    └──────────────┘
+
+Key insight: Move the hard part (application) to where
+support is available (class time with the instructor).
+```
+
+### Flipped Classroom Best Practices
+
+- Pre-class videos should be **under 10 minutes**
+- Include **embedded questions** in videos (accountability)
+- Start class with **retrieval** on pre-class material
+- Use class time for **application, analysis, and creation** (higher Bloom's levels)
+- Provide **accountability checks** so students actually prepare
+
+## Common Engagement Pitfalls
+
+### 1. Entertainment vs. Engagement
+
+```markdown
+❌ "Students loved the activity" (fun but no learning)
+✅ "Students wrestled with the concept and showed growth" (productive struggle)
+
+Engagement = cognitive investment in learning goals
+Entertainment = enjoyment without cognitive investment
+```
+
+### 2. Over-Reliance on Extrinsic Rewards
+
+```markdown
+❌ "Do this for extra credit / candy / prize"
+✅ "This skill will help you [authentic outcome]"
+
+Extrinsic rewards can undermine intrinsic motivation
+when the task is already interesting (overjustification effect).
+```
+
+### 3. Participation ≠ Learning
+
+```markdown
+❌ "Everyone raised their hand, so they must understand"
+✅ Check actual understanding with retrieval practice
+
+Active hands ≠ active minds. Verify with evidence.
+```

package/templates/educator/.cursorrules/instructional-design.md

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+# Instructional Design
+
+Evidence-based frameworks for designing effective learning experiences.
+
+## Backward Design (Wiggins & McTighe)
+
+### The Three Stages
+
+```
+Stage 1: Identify Desired Results
+├── What should learners understand?
+├── What essential questions will guide inquiry?
+└── What transfer goals apply?
+
+Stage 2: Determine Acceptable Evidence
+├── What performance tasks demonstrate understanding?
+├── What criteria define proficiency?
+└── What other evidence (quizzes, observations) is needed?
+
+Stage 3: Plan Learning Experiences
+├── What knowledge and skills do learners need?
+├── What activities will develop understanding?
+└── What sequence makes sense?
+```
+
+### Stage 1: Writing Learning Objectives
+
+Use the ABCD format:
+
+- **A**udience: Who is the learner?
+- **B**ehavior: What will they do? (observable verb)
+- **C**ondition: Under what circumstances?
+- **D**egree: To what standard?
+
+```markdown
+✅ Good: "Given a dataset (C), the student (A) will identify and correct
+three types of data quality issues (B) with 90% accuracy (D)."
+
+❌ Bad: "Students will understand data quality."
+("Understand" is not observable or measurable)
+```
+
+### Stage 2: Assessment Before Instruction
+
+Design the assessment first. If you cannot assess it, you cannot teach it.
+
+```markdown
+Objective: "Learners will evaluate arguments for logical fallacies"
+
+Assessment designed first:
+  → Present 5 arguments; learner must identify the fallacy type
+    and explain why the reasoning fails
+
+Instruction designed to support that:
+  → Direct instruction on 8 common fallacies
+  → Guided practice with examples
+  → Peer analysis of sample arguments
+```
+
+## Bloom's Taxonomy (Revised)
+
+### Cognitive Process Dimension
+
+```
+Higher Order ──────────────────────────── Lower Order
+
+Create    → Produce original work
+  ↑         Design, construct, develop, author
+Evaluate  → Justify decisions
+  ↑         Critique, judge, defend, assess
+Analyze   → Break into parts, find relationships
+  ↑         Compare, contrast, categorize, differentiate
+Apply     → Use in new situations
+  ↑         Implement, solve, demonstrate, execute
+Understand → Explain ideas
+  ↑         Summarize, paraphrase, classify, interpret
+Remember  → Recall facts
+            List, define, recognize, identify
+```
+
+### Verb Selection Guide
+
+| Level | Verbs to Use | Verbs to Avoid |
+|-------|-------------|----------------|
+| Remember | List, define, identify, label, recall | Know, learn |
+| Understand | Explain, summarize, paraphrase, classify | Understand, comprehend |
+| Apply | Solve, demonstrate, implement, use | Apply (too vague alone) |
+| Analyze | Compare, contrast, categorize, distinguish | Analyze (too vague alone) |
+| Evaluate | Justify, critique, defend, assess | Evaluate (too vague alone) |
+| Create | Design, construct, develop, produce | Create (too vague alone) |
+
+### Aligning Objectives to Assessment Types
+
+| Bloom's Level | Assessment Type |
+|---------------|----------------|
+| Remember | Multiple choice, matching, fill-in-the-blank |
+| Understand | Short answer, concept maps, explain-in-own-words |
+| Apply | Problem sets, case studies, simulations |
+| Analyze | Compare/contrast essays, data analysis, categorization |
+| Evaluate | Critiques, peer review, debate, position papers |
+| Create | Projects, portfolios, research papers, design challenges |
+
+## Scaffolding and the Zone of Proximal Development
+
+### Vygotsky's ZPD
+
+```
+┌─────────────────────────────────────────┐
+│         Cannot do (even with help)       │
+│  ┌───────────────────────────────────┐   │
+│  │    Zone of Proximal Development   │   │
+│  │    (can do WITH support)          │   │
+│  │  ┌─────────────────────────────┐  │   │
+│  │  │   Can do independently      │  │   │
+│  │  │   (current competence)      │  │   │
+│  │  └─────────────────────────────┘  │   │
+│  └───────────────────────────────────┘   │
+└─────────────────────────────────────────┘
+```
+
+**Target instruction in the ZPD**: Tasks should be challenging but achievable with guidance.
+
+### Scaffolding Strategies
+
+| Strategy | Description | When to Use |
+|----------|-------------|-------------|
+| Modeling | Demonstrate the process step by step | Introducing new skills |
+| Worked Examples | Show complete solutions with reasoning | Early skill development |
+| Partially Worked | Provide partial solutions to complete | Transitioning to independence |
+| Prompts/Cues | Hints that guide without giving answers | During practice |
+| Think-Alouds | Verbalize thought process | Complex problem-solving |
+| Graphic Organizers | Visual frameworks for thinking | Organizing complex information |
+| Checklists | Step-by-step procedural guides | Multi-step processes |
+
+### Fading Schedule
+
+```
+Lesson 1: Full modeling (I do)
+Lesson 2: Guided practice (We do)
+Lesson 3: Collaborative practice (You do together)
+Lesson 4: Independent practice (You do alone)
+Lesson 5: Transfer to new context (You do differently)
+```
+
+## Cognitive Load Theory (Sweller)
+
+### Three Types of Cognitive Load
+
+| Type | Description | Goal |
+|------|-------------|------|
+| **Intrinsic** | Inherent complexity of the material | Manage via sequencing and chunking |
+| **Extraneous** | Poor instructional design adding unnecessary load | Eliminate |
+| **Germane** | Effort devoted to building mental schemas | Maximize |
+
+### Reducing Extraneous Load
+
+```markdown
+❌ Split Attention: Text explanation on one page, diagram on another
+✅ Integrated: Labels placed directly on the diagram
+
+❌ Redundancy: Identical information in text AND narration simultaneously
+✅ Complementary: Narration explains diagram (not duplicating on-screen text)
+
+❌ Transient Information: Complex steps explained only verbally
+✅ Persistent Reference: Steps available as a written reference during practice
+```
+
+### Managing Intrinsic Load
+
+- **Chunk content**: Break complex topics into 3-5 manageable pieces
+- **Sequence carefully**: Simple → complex, concrete → abstract, known → unknown
+- **Pre-train components**: Teach prerequisite concepts before combining them
+- **Use worked examples**: Reduce problem-solving load for novices
+
+### The Expertise Reversal Effect
+
+What helps novices can hinder experts:
+
+```markdown
+Novices: Worked examples > Problem-solving (reduces cognitive load)
+Experts: Problem-solving > Worked examples (worked examples become redundant)
+
+→ Adapt scaffolding to learner expertise level
+→ Fade supports as competence grows
+```
+
+## Lesson Planning Template
+
+```markdown
+# Lesson: [Title]
+
+## Learning Objectives
+By the end of this lesson, learners will be able to:
+1. [Bloom's verb] + [specific content] + [condition] + [criterion]
+2. [Bloom's verb] + [specific content] + [condition] + [criterion]
+
+## Prerequisites
+- [What learners must already know/do]
+
+## Materials
+- [Resources, tools, handouts]
+
+## Lesson Sequence (Total: __ minutes)
+
+### Opening (5 min)
+- Hook/connection to prior knowledge
+- State objectives and relevance
+
+### Direct Instruction (10 min)
+- Key concept 1 with examples
+- Key concept 2 with examples
+- Check for understanding: [specific question/activity]
+
+### Guided Practice (15 min)
+- Activity: [description]
+- Scaffolding: [what support is provided]
+- Monitoring: [how to check progress]
+
+### Independent Practice (15 min)
+- Task: [description]
+- Success criteria: [what proficiency looks like]
+
+### Closing (5 min)
+- Retrieval practice: [specific prompt]
+- Preview next lesson
+- Assign spaced practice
+
+## Assessment
+- Formative: [during-lesson checks]
+- Summative: [end-of-unit assessment connection]
+
+## Differentiation
+- Support: [for struggling learners]
+- Extension: [for advanced learners]
+```

package/templates/educator/.cursorrules/overview.md

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+# Educator
+
+World-class guidelines for evidence-based teaching, learning science, and curriculum design.
+
+## Scope
+
+This ruleset applies to:
+
+- Instructional design and lesson planning
+- Learning retention and memory science
+- Assessment design and mastery evaluation
+- Student engagement and motivation
+- Accessibility and inclusive education
+- Curriculum mapping and sequencing
+- Gamification and active learning
+
+## Core Philosophy
+
+**Effective teaching is a science, not an art.** Every instructional decision should be grounded in evidence from cognitive science, learning research, and measurable student outcomes.
+
+## Fundamental Principles
+
+### 1. Backward Design
+
+Start with desired outcomes, then design assessments, then plan instruction. Never start with content or activities.
+
+```markdown
+Step 1: Identify desired results (What should learners know/do?)
+Step 2: Determine acceptable evidence (How will we know they learned it?)
+Step 3: Plan learning experiences (What activities will get them there?)
+```
+
+### 2. Active Learning Over Passive Consumption
+
+Learners construct knowledge through doing, not through listening.
+
+```markdown
+❌ Wrong: 60-minute lecture with slides
+✅ Right: 10-minute explanation → 15-minute practice → 5-minute reflection → repeat
+```
+
+### 3. Retrieval Practice Over Re-reading
+
+Testing yourself on material produces stronger learning than reviewing it.
+
+### 4. Scaffolding and Fading
+
+Provide heavy support initially, then gradually remove it as learners gain competence.
+
+### 5. Universal Design for Learning
+
+Design for the margins—when you design for learners with the greatest barriers, you improve learning for everyone.
+
+## Key Frameworks
+
+| Framework | Purpose |
+|-----------|---------|
+| Backward Design (Wiggins & McTighe) | Outcome-first instructional design |
+| Bloom's Taxonomy (Revised) | Classify cognitive complexity of objectives |
+| Cognitive Load Theory (Sweller) | Manage mental effort during learning |
+| Spaced Repetition (Ebbinghaus) | Optimize long-term retention |
+| Self-Determination Theory (Deci & Ryan) | Drive intrinsic motivation |
+| Universal Design for Learning (CAST) | Inclusive, flexible instruction |
+| Zone of Proximal Development (Vygotsky) | Calibrate challenge level |
+| Flow Theory (Csikszentmihalyi) | Sustain deep engagement |
+
+## Decision Framework
+
+When designing any learning experience:
+
+1. **Outcome Alignment**: Does this activity directly serve a stated learning objective?
+2. **Cognitive Level**: What level of Bloom's Taxonomy does this target?
+3. **Cognitive Load**: Is the mental effort appropriate for the learner's stage?
+4. **Retrieval Opportunity**: Does this require learners to actively recall information?
+5. **Feedback Loop**: Will learners receive timely, actionable feedback?
+6. **Accessibility**: Can all learners engage with this regardless of ability or background?
+
+## Definition of Done
+
+A lesson or module is complete when:
+
+- [ ] Learning objectives are specific, measurable, and aligned to Bloom's Taxonomy
+- [ ] Assessments directly measure stated objectives (backward design)
+- [ ] Content uses multiple representations (UDL Principle I)
+- [ ] Learners have multiple means of engagement (UDL Principle III)
+- [ ] Retrieval practice is embedded throughout
+- [ ] Spacing and interleaving are incorporated into the schedule
+- [ ] Formative checks occur at least every 10-15 minutes
+- [ ] Feedback is immediate, specific, and actionable
+- [ ] Materials are accessible (captions, alt text, readable fonts)
+- [ ] Rubrics are shared with learners before the assessment