agentic-team-templates 0.15.0 → 0.17.0

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

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
+```