agentic-team-templates 0.15.0 → 0.16.0

package/templates/educator/.cursorrules/curriculum.md

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+# Curriculum Design
+
+Frameworks for designing coherent, well-sequenced curricula that build deep understanding over time.
+
+## Curriculum Mapping
+
+### Scope and Sequence
+
+```
+Scope: WHAT content and skills are taught
+Sequence: WHEN and in WHAT ORDER they are taught
+
+Together: A complete map of the learning journey
+```
+
+### Curriculum Map Template
+
+```markdown
+| Unit | Duration | Standards | Essential Questions | Key Knowledge | Key Skills | Assessment |
+|------|----------|-----------|--------------------| --------------|------------|------------|
+| Unit 1 | 3 weeks | [Standard IDs] | "Why does X matter?" | [Concepts] | [Skills] | [Assessment type] |
+| Unit 2 | 2 weeks | [Standard IDs] | "How does Y work?" | [Concepts] | [Skills] | [Assessment type] |
+| Unit 3 | 4 weeks | [Standard IDs] | "What if Z changed?" | [Concepts] | [Skills] | [Assessment type] |
+```
+
+### Vertical Alignment
+
+```
+Grade/Level N-1: Foundational concepts (prerequisites)
+    ↓
+Grade/Level N: Current course (builds on N-1)
+    ↓
+Grade/Level N+1: Next course (builds on N)
+
+Each level should:
+- Know what came before (don't re-teach from scratch)
+- Know what comes after (prepare learners for the next stage)
+- Explicitly build on prior knowledge and skills
+```
+
+## Spiral Curriculum (Bruner)
+
+### Principle
+
+Revisit key concepts at increasing levels of complexity throughout the curriculum.
+
+```
+Complexity
+    ▲
+    │           ╭─── Topic A (advanced application)
+    │      ╭────╯
+    │ ╭────╯        ╭─── Topic A (analysis & evaluation)
+    │ │         ╭───╯
+    │ │    ╭────╯        ╭─── Topic A (application)
+    │ │    │        ╭────╯
+    │ │    │   ╭────╯        ╭─── Topic A (introduction)
+    │ │    │   │        ╭────╯
+    ├─┴────┴───┴────────┴──────────────────►
+    0   Unit 1  Unit 3   Unit 6   Unit 10     Time
+```
+
+### Spiral Design Principles
+
+1. **Each revisit adds depth** — not just repetition, but new complexity
+2. **Prior knowledge is activated** — explicitly connect to previous encounters
+3. **Spacing is built in** — revisits are naturally spaced over time
+4. **Multiple representations** — each revisit offers a different angle
+5. **Assessment reflects growth** — later assessments expect higher Bloom's levels
+
+### Spiral Curriculum Example
+
+```markdown
+Topic: Statistical Reasoning
+
+Unit 2 (Remember/Understand):
+  → Define mean, median, mode
+  → Calculate measures of central tendency from a dataset
+
+Unit 5 (Apply):
+  → Choose the appropriate measure for different data distributions
+  → Identify when mean is misleading (skewed data)
+
+Unit 8 (Analyze):
+  → Compare distributions using statistical measures
+  → Analyze how sample size affects reliability
+
+Unit 12 (Evaluate/Create):
+  → Critique statistical claims in media reports
+  → Design a study with appropriate statistical methods
+```
+
+## Prerequisite Mapping
+
+### Dependency Graphs
+
+```
+                    [Advanced Topic D]
+                     ↑            ↑
+              [Topic B]      [Topic C]
+                 ↑    ↑        ↑
+          [Topic A]   [Topic A] [Topic A]
+              ↑
+      [Prerequisite Knowledge]
+```
+
+### Creating Prerequisite Maps
+
+```markdown
+For each learning objective, ask:
+1. What must the learner already KNOW to access this?
+2. What must the learner already be able to DO?
+3. What MISCONCEPTIONS might interfere?
+
+Then:
+1. Order objectives so prerequisites come first
+2. Verify prerequisite skills with diagnostic assessment
+3. Provide remediation paths for missing prerequisites
+4. Make dependencies explicit to learners
+```
+
+### Prerequisite Verification
+
+| Method | When | Purpose |
+|--------|------|---------|
+| Diagnostic pre-test | Start of unit/course | Identify missing prerequisites |
+| Knowledge check | Start of each lesson | Verify yesterday's learning |
+| Skills inventory | Start of course | Map individual readiness |
+| Concept inventory | Start of unit | Identify misconceptions |
+
+## Sequencing Principles
+
+### Ordering Strategies
+
+| Strategy | Description | When to Use |
+|----------|-------------|-------------|
+| Simple → Complex | Start with basic concepts, build toward complex ones | Skill-building, mathematics |
+| Concrete → Abstract | Start with tangible examples, move to general principles | Conceptual understanding |
+| Known → Unknown | Start with familiar context, extend to new territory | Connecting to prior knowledge |
+| Chronological | Follow the historical or process timeline | History, procedures, narratives |
+| Whole → Part → Whole | Overview first, then details, then synthesis | Systems thinking, complex topics |
+| Problem-centered | Start with a problem, learn what's needed to solve it | Professional training, PBL |
+
+### Chunking and Pacing
+
+```markdown
+Guidelines:
+- 3-5 new concepts per session maximum (cognitive load)
+- 15-20 minutes of new input before active processing
+- Each chunk builds on the previous one
+- Provide "landing points" where learners consolidate
+
+Pacing Signals to Watch:
+- Formative check shows < 60% comprehension → slow down, re-teach
+- Formative check shows > 90% comprehension → accelerate or extend
+- Mixed results → differentiate (some need support, some need extension)
+```
+
+## Continuous Improvement
+
+### Data-Driven Curriculum Revision
+
+```
+Teach → Assess → Analyze → Adjust → Re-teach
+  ↑                                      │
+  └──────────────────────────────────────┘
+```
+
+### Curriculum Review Cycle
+
+| Frequency | Activity | Data Source |
+|-----------|----------|-------------|
+| Daily | Adjust lesson pacing | Formative assessment results |
+| Weekly | Identify struggling objectives | Quiz/exit ticket analysis |
+| Per Unit | Evaluate unit effectiveness | Summative assessment data |
+| Semester | Review scope and sequence | Cumulative performance data |
+| Annually | Major curriculum revision | Year-end data + student/teacher feedback |
+
+### Questions for Curriculum Evaluation
+
+```markdown
+Effectiveness:
+- Are learners meeting stated objectives? (assessment data)
+- Which objectives have the lowest mastery rates? (identify gaps)
+- Are there persistent misconceptions? (error analysis)
+
+Alignment:
+- Does each assessment measure its stated objective? (backward design check)
+- Does each activity build toward an assessed objective? (activity audit)
+- Are objectives appropriately sequenced? (prerequisite check)
+
+Engagement:
+- Where do learners disengage? (attendance, participation data)
+- Which activities produce the deepest engagement? (observation, surveys)
+- Are learners finding relevance? (student feedback)
+
+Equity:
+- Are achievement gaps present across groups? (disaggregated data)
+- Are materials and examples inclusive? (content audit)
+- Are all learners accessing support? (intervention data)
+```
+
+### Curriculum Documentation
+
+```markdown
+# Course: [Name]
+
+## Course-Level Outcomes
+By the end of this course, learners will be able to:
+1. [Outcome aligned to program goals]
+2. [Outcome aligned to program goals]
+3. [Outcome aligned to program goals]
+
+## Unit Map
+
+### Unit 1: [Title] (Weeks 1-3)
+- Objectives: [List]
+- Prerequisites: [List or "None"]
+- Key Vocabulary: [List]
+- Assessments: Formative: [List], Summative: [Description]
+- Spiral Connections: "Revisited in Unit 5 at Analyze level"
+
+### Unit 2: [Title] (Weeks 4-5)
+- Objectives: [List]
+- Prerequisites: [Unit 1 objectives X and Y]
+- ...
+
+## Assessment Calendar
+| Week | Formative | Summative |
+|------|-----------|-----------|
+| 1 | Daily exit tickets | — |
+| 2 | Quiz 1 (Units 1a-1b) | — |
+| 3 | Peer review | Unit 1 Project |
+| ... | ... | ... |
+
+## Revision Log
+| Date | Change | Rationale | Evidence |
+|------|--------|-----------|----------|
+| [Date] | Moved Topic X before Topic Y | Students lacked prerequisite skills | Unit 2 pre-test data: 40% below threshold |
+| [Date] | Added scaffolding to Unit 3 | High failure rate on summative | 35% of students scored below proficiency |
+```
+
+## Common Curriculum Pitfalls
+
+### 1. Coverage Over Depth
+
+```markdown
+❌ "We need to cover 15 chapters this semester"
+✅ "We need students to deeply understand 8 essential concepts"
+
+Research (Schwartz et al.): Depth produces better transfer than breadth.
+```
+
+### 2. Activity-Driven Planning
+
+```markdown
+❌ "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?"
+
+Activities serve objectives, not the other way around.
+```
+
+### 3. Teaching Topics Instead of Skills
+
+```markdown
+❌ "Week 4: World War II" (topic, not learning)
+✅ "Week 4: Analyze how economic factors contributed to the rise of
+    authoritarian regimes in the 1930s" (skill + content)
+```
+
+### 4. Ignoring Prerequisite Gaps
+
+```markdown
+❌ Start unit → students fail → blame students
+✅ Start unit → diagnostic pre-test → address gaps → proceed
+
+You cannot build on a foundation that doesn't exist.
+```
+
+### 5. No Revision Process
+
+```markdown
+❌ Same curriculum year after year without data review
+✅ Annual review cycle with student data driving changes
+
+"The curriculum is a living document, not a monument."
+```

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.
+```