agentic-team-templates 0.14.0 → 0.16.0

package/templates/educator/.cursorrules/retention.md

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+# Learning Retention
+
+Evidence-based strategies for maximizing long-term knowledge retention.
+
+## The Forgetting Curve (Ebbinghaus)
+
+```
+100% ┤ ██
+     │ ██
+ 80% ┤ ██ ▓▓
+     │ ██ ▓▓
+ 60% ┤ ██ ▓▓ ░░
+     │ ██ ▓▓ ░░
+ 40% ┤ ██ ▓▓ ░░ ··
+     │ ██ ▓▓ ░░ ·· ..
+ 20% ┤ ██ ▓▓ ░░ ·· .. ..
+     │ ██ ▓▓ ░░ ·· .. .. ..
+  0% ┼──┴──┴──┴──┴──┴──┴──┴──
+     0  1d  2d  1w  2w  1m  2m
+
+Without review, ~80% of material is forgotten within 2 days.
+With spaced review, retention curves flatten dramatically.
+```
+
+## Spaced Repetition
+
+### Principle
+
+Distribute practice over time rather than massing it together. The spacing effect is one of the most robust findings in cognitive psychology.
+
+### Optimal Spacing Schedule
+
+```
+Initial learning  → Review after 1 day
+Review 1 (Day 1)  → Review after 3 days
+Review 2 (Day 4)  → Review after 7 days
+Review 3 (Day 11) → Review after 14 days
+Review 4 (Day 25) → Review after 30 days
+Review 5 (Day 55) → Long-term retention achieved
+```
+
+### Implementation Strategies
+
+| Strategy | Description | Best For |
+|----------|-------------|----------|
+| Spaced homework | Assign practice on topics from 1, 3, and 7 days ago | K-12, structured courses |
+| Cumulative quizzes | Each quiz includes items from all prior units | University courses |
+| Spiral review | Revisit topics in expanding intervals throughout term | Curriculum design |
+| Flashcard scheduling | Leitner system or SM-2 algorithm for card rotation | Self-directed study |
+
+### Spacing in Course Design
+
+```markdown
+Week 1: Introduce Topic A
+Week 2: Introduce Topic B, review Topic A
+Week 3: Introduce Topic C, review Topics A & B
+Week 4: Introduce Topic D, review Topics B & C
+Week 5: Introduce Topic E, review Topics A, C & D (interleaved)
+```
+
+## Retrieval Practice
+
+### Principle
+
+Actively recalling information from memory strengthens the memory trace far more than re-reading or reviewing. The "testing effect" is one of the strongest findings in learning science.
+
+### Retrieval Practice Techniques
+
+| Technique | Description | Effort Level |
+|-----------|-------------|--------------|
+| Free recall | Write everything you remember about a topic | High |
+| Brain dump | Timed writing of all recalled information | High |
+| Practice testing | Low-stakes quizzes with feedback | Medium |
+| Flashcards | Active recall with spaced repetition | Medium |
+| Concept mapping from memory | Draw relationships without notes | High |
+| Think-pair-share | Recall → discuss → refine | Medium |
+| Exit tickets | Brief end-of-class recall prompts | Low |
+
+### Implementation Rules
+
+```markdown
+1. Retrieval must happen FROM MEMORY (no notes, no peeking)
+2. Provide FEEDBACK after retrieval (correct misconceptions immediately)
+3. Use LOW STAKES (practice, not grading—reduce anxiety)
+4. Space retrieval across MULTIPLE sessions
+5. Mix topics within a session (INTERLEAVE)
+```
+
+### Retrieval Practice Schedule
+
+```
+Lesson Start: 3-5 retrieval questions on prior material (not just yesterday)
+Mid-Lesson: Brief recall check on today's new content
+Lesson End: Exit ticket retrieving 2-3 key ideas from today
+Next Lesson: Open with retrieval from today's content + older material
+```
+
+## Interleaving
+
+### Principle
+
+Mix different topics, problem types, or skills within a single practice session rather than blocking (practicing one type at a time).
+
+```markdown
+❌ Blocked Practice:     AAAA BBBB CCCC DDDD
+✅ Interleaved Practice: ABDC CABD DBCA ACDB
+```
+
+### Why Interleaving Works
+
+- Forces **discrimination** between problem types
+- Strengthens **retrieval** of appropriate strategies
+- Builds **transfer** to novel situations
+- Feels harder but produces better long-term learning
+
+### When to Interleave vs. Block
+
+| Use Blocking | Use Interleaving |
+|-------------|-----------------|
+| Brand new concept introduction | After initial learning of 2+ concepts |
+| First exposure to a skill | Practicing distinguishing between skills |
+| Building basic fluency | Building flexible application |
+| Very beginning learners | Intermediate to advanced learners |
+
+## Elaboration
+
+### Principle
+
+Connecting new information to existing knowledge creates richer, more retrievable memory traces.
+
+### Elaboration Techniques
+
+| Technique | Prompt | Example |
+|-----------|--------|---------|
+| Elaborative interrogation | "Why does this make sense?" | "Why would spaced practice improve retention?" |
+| Self-explanation | "How does this connect to what I already know?" | "This reminds me of how muscles need rest between workouts" |
+| Concrete examples | "What is a specific example of this concept?" | "Interleaving is like a musician practicing scales, arpeggios, and sight-reading in one session" |
+| Dual coding | "How can I represent this visually AND verbally?" | Draw a diagram + write a summary |
+| Teaching others | "How would I explain this to someone else?" | Feynman Technique: explain in simple terms |
+
+## Dual Coding
+
+### Principle
+
+Combining verbal and visual representations creates two memory pathways, improving recall.
+
+### Implementation
+
+```markdown
+For every key concept, provide:
+1. A verbal explanation (text or narration)
+2. A visual representation (diagram, chart, timeline, infographic)
+
+Important: The visual must COMPLEMENT the verbal, not duplicate it.
+
+❌ Wrong: Slide with bullet points read aloud verbatim
+✅ Right: Diagram on screen with verbal explanation of relationships
+```
+
+### Effective Visual Types
+
+| Content Type | Visual Format |
+|-------------|---------------|
+| Processes | Flowcharts, step diagrams |
+| Relationships | Concept maps, Venn diagrams |
+| Hierarchies | Tree diagrams, organizational charts |
+| Timelines | Timeline graphics, Gantt-style charts |
+| Comparisons | Tables, side-by-side layouts |
+| Quantities | Bar charts, pie charts, infographics |
+| Spatial | Maps, floor plans, anatomy diagrams |
+
+## Desirable Difficulties
+
+### Principle
+
+Conditions that make learning feel harder in the moment often produce stronger long-term retention.
+
+### Desirable vs. Undesirable Difficulties
+
+| Desirable Difficulty | Undesirable Difficulty |
+|---------------------|----------------------|
+| Spacing practice over time | Unclear instructions |
+| Interleaving problem types | Illegible materials |
+| Generating answers before seeing them | Content far beyond current ability |
+| Varying practice conditions | Distracting learning environment |
+| Reducing feedback frequency (after basics) | No feedback at all |
+
+### Key Insight
+
+```markdown
+PERFORMANCE during learning ≠ LEARNING itself
+
+High performance during practice (feels easy) → often poor retention
+Lower performance during practice (feels hard) → often better retention
+
+Implication: Do NOT judge instructional effectiveness by how easy
+learners find the material during the session.
+```
+
+## Common Retention Pitfalls
+
+### 1. Re-reading as Study Strategy
+
+```markdown
+❌ "Read chapter 5 again for review"
+✅ "Close the book and write down everything you remember from chapter 5"
+```
+
+### 2. Highlighting as Deep Learning
+
+```markdown
+❌ Highlighting passages (creates illusion of learning)
+✅ Writing summaries in own words after reading (requires processing)
+```
+
+### 3. Massed Practice Before Exams
+
+```markdown
+❌ Cramming the night before (high short-term, poor long-term)
+✅ Distributed practice over 5+ sessions (lower per-session, higher long-term)
+```
+
+### 4. Fluency Illusion
+
+```markdown
+❌ "I can follow the solution, so I understand it"
+✅ "Can I solve a similar problem from scratch without the solution?"
+```
+
+### 5. Skipping Feedback After Retrieval
+
+```markdown
+❌ Quiz with no answer review
+✅ Quiz → immediate feedback → correction → re-test later
+```

package/templates/educator/CLAUDE.md

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+# Educator Development Guide
+
+World-class guidelines for evidence-based teaching, learning retention, gamification, and assessment design.
+
+---
+
+## Overview
+
+This guide 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
+
+### Key Principles
+
+1. **Backward Design** - Start with outcomes, then assessments, then instruction
+2. **Active Learning** - Learners construct knowledge through doing, not listening
+3. **Retrieval Practice** - Testing strengthens memory more than reviewing
+4. **Scaffolding and Fading** - Support learners, then gradually remove support
+5. **Universal Design** - Design for the margins to improve learning for everyone
+
+### Core 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 |
+
+---
+
+## Instructional Design
+
+### Backward Design (Wiggins & McTighe)
+
+```
+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?
+```
+
+### Bloom's Taxonomy (Revised)
+
+```
+Higher Order ──────────────────────────── Lower Order
+
+Create    → Produce original work
+Evaluate  → Justify decisions
+Analyze   → Break into parts, find relationships
+Apply     → Use in new situations
+Understand → Explain ideas
+Remember  → Recall facts
+```
+
+### Writing Learning Objectives (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
+✅ "Given a dataset (C), the student (A) will identify and correct
+three types of data quality issues (B) with 90% accuracy (D)."
+
+❌ "Students will understand data quality."
+```
+
+### Cognitive Load Theory
+
+| 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 |
+
+### Scaffolding (Vygotsky's ZPD)
+
+```
+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)
+```
+
+---
+
+## Learning Retention
+
+### The Forgetting Curve
+
+Without review, ~80% of material is forgotten within 2 days. Spaced review flattens the curve.
+
+### Spaced Repetition Schedule
+
+```
+Initial learning  → Review after 1 day
+Review 1 (Day 1)  → Review after 3 days
+Review 2 (Day 4)  → Review after 7 days
+Review 3 (Day 11) → Review after 14 days
+Review 4 (Day 25) → Review after 30 days
+```
+
+### Retrieval Practice
+
+Actively recalling information from memory strengthens the memory trace far more than re-reading.
+
+| Technique | Description |
+|-----------|-------------|
+| Free recall | Write everything you remember about a topic |
+| Practice testing | Low-stakes quizzes with feedback |
+| Concept mapping from memory | Draw relationships without notes |
+| Exit tickets | Brief end-of-class recall prompts |
+
+### Interleaving
+
+Mix different topics within practice sessions rather than blocking.
+
+```markdown
+❌ Blocked:      AAAA BBBB CCCC
+✅ Interleaved:  ABCA BCAB CABC
+```
+
+### Dual Coding
+
+Combine verbal and visual representations to create two memory pathways.
+
+### Desirable Difficulties
+
+Conditions that make learning feel harder often produce stronger long-term retention. Performance during learning ≠ learning itself.
+
+---
+
+## Assessment Design
+
+### Formative vs. Summative
+
+| Aspect | Formative | Summative |
+|--------|-----------|-----------|
+| Purpose | Guide instruction | Evaluate achievement |
+| Timing | During learning | After learning |
+| Stakes | Low (practice) | Higher (grading) |
+| Frequency | Every 10-15 min | End of unit/course |
+| Analogy | GPS during journey | Destination photo |
+
+### Rubric Best Practices
+
+1. Share rubrics before the assessment
+2. Use descriptive language, not evaluative
+3. Include examples at each level
+4. Limit criteria to 3-6
+5. Involve learners in co-creation when appropriate
+
+### Mastery-Based Progression
+
+Learners advance when they demonstrate mastery (80-90% on core objectives), not when a calendar date arrives. Allow multiple attempts.
+
+### Feedback Design
+
+```markdown
+1. What was done well (specific)
+2. What needs improvement (specific)
+3. Next step (actionable)
+```
+
+---
+
+## Engagement and Motivation
+
+### Self-Determination Theory (Deci & Ryan)
+
+```
+Intrinsic Motivation
+├── Autonomy: "I have choice and ownership"
+├── Competence: "I can succeed and grow"
+└── Relatedness: "I belong and am valued"
+```
+
+### Growth Mindset (Dweck)
+
+```markdown
+❌ "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"
+```
+
+### Active Learning (10-Minute Rule)
+
+```
+[10 min input] → [5 min active processing] → [10 min input] → [5 min processing]
+```
+
+### Gamification Elements
+
+| Element | Purpose |
+|---------|---------|
+| XP / progress bars | Track cumulative progress |
+| Badges | Recognize specific mastery milestones |
+| Quests | Frame tasks as narrative challenges |
+| Streaks | Encourage consistent practice |
+
+### Gamification Anti-Patterns
+
+- Points for attendance (rewards showing up, not learning)
+- Competitive leaderboards as primary motivator
+- Extrinsic rewards that crowd out intrinsic motivation
+- Badges for trivial achievements
+
+---
+
+## Accessibility and Inclusion
+
+### Universal Design for Learning (CAST)
+
+| Principle | Focus |
+|-----------|-------|
+| Multiple Means of Representation | The "what" of learning |
+| Multiple Means of Action & Expression | The "how" of learning |
+| Multiple Means of Engagement | The "why" of learning |
+
+### Learning Styles: The Myth
+
+The "learning styles" model (visual, auditory, kinesthetic) is NOT supported by research. What works: multiple representations for ALL learners (UDL), matching modality to CONTENT type.
+
+### Accessible Materials Checklist
+
+- [ ] Sans-serif font, minimum 12pt, high contrast
+- [ ] Alt text for all meaningful images
+- [ ] Captions and transcripts for video/audio
+- [ ] Proper heading hierarchy
+- [ ] Multiple assessment formats available
+
+---
+
+## Curriculum Design
+
+### Spiral Curriculum (Bruner)
+
+Revisit key concepts at increasing levels of complexity throughout the curriculum.
+
+### Sequencing Principles
+
+| Strategy | When to Use |
+|----------|-------------|
+| Simple → Complex | Skill-building, mathematics |
+| Concrete → Abstract | Conceptual understanding |
+| Known → Unknown | Connecting to prior knowledge |
+| Whole → Part → Whole | Systems thinking |
+
+### Continuous Improvement Cycle
+
+```
+Teach → Assess → Analyze → Adjust → Re-teach
+```
+
+---
+
+## 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)
+- [ ] Retrieval practice is embedded throughout
+- [ ] Spacing and interleaving are incorporated
+- [ ] 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 assessment
+
+---
+
+## Common Pitfalls
+
+### 1. Coverage Over Depth
+
+❌ "We need to cover 15 chapters this semester"
+
+✅ "We need students to deeply understand 8 essential concepts"
+
+### 2. Activity-Driven Planning
+
+❌ "I found a great activity—let me build a lesson around it"
+
+✅ "What's the objective? What assessment shows mastery? Now, what activity supports that?"
+
+### 3. Re-reading as Study Strategy
+
+❌ "Read chapter 5 again for review"
+
+✅ "Close the book and write down everything you remember from chapter 5"
+
+### 4. Entertainment vs. Engagement
+
+❌ "Students loved the activity" (fun but no learning)
+
+✅ "Students wrestled with the concept and showed growth" (productive struggle)
+
+### 5. Participation ≠ Learning
+
+❌ "Everyone raised their hand, so they must understand"
+
+✅ Check actual understanding with retrieval practice
+
+---
+
+## Resources
+
+- [Make It Stick - Brown, Roediger & McDaniel](https://www.hup.harvard.edu/catalog.php?isbn=9780674729018)
+- [Understanding by Design - Wiggins & McTighe](https://www.ascd.org/books/understanding-by-design-expanded-2nd-edition)
+- [How Learning Works - Ambrose et al.](https://www.wiley.com/en-us/How+Learning+Works-p-9780470484104)
+- [Small Teaching - Lang](https://www.jamesmlang.com/small-teaching)
+- [Universal Design for Learning - CAST](https://www.cast.org/impact/universal-design-for-learning-udl)
+- [Visible Learning - Hattie](https://www.visiblelearning.com/)
+- [A Mind for Numbers - Oakley](https://barbaraoakley.com/books/a-mind-for-numbers/)
+- [Mindset - Dweck](https://mindsetonline.com/)