socratic-teaching-scaffolds
Socratic Teaching Scaffolds
Table of Contents
Core components:
- Question Ladders: Sequences from simple to complex that build understanding incrementally
- Misconception Detectors: Questions that reveal faulty mental models through contradiction
- Feynman Explanations: Build-up from simple analogies to technical precision
- Worked Examples with Fading: Full solutions → partial solutions → independent practice
- Cognitive Apprenticeship: Model thinking process explicitly, then transfer to learner
Quick example (Teaching Recursion):
More from lyndonkl/claude
strategy-and-competitive-analysis
Develops business strategies grounded in rigorous competitive and market analysis using proven frameworks (Good Strategy kernel, Porter's 5 Forces, SWOT, Blue Ocean, Playing to Win, Value Chain Analysis, BCG Matrix). Use when developing strategy (market entry, product launch, expansion, M&A, turnaround), conducting competitive analysis, making strategic decisions (build vs buy, pricing, positioning), planning strategic initiatives, or when user mentions strategy, competitive analysis, Porter's 5 Forces, SWOT, market positioning, or strategic frameworks.
274scientific-manuscript-review
Guides systematic multi-pass review and editing of scientific manuscripts (research articles, reviews, perspectives) to improve clarity, structure, scientific rigor, and reader comprehension. Use when reviewing or editing research manuscripts, journal articles, or perspectives, when user mentions manuscript, paper draft, article, research writing, journal submission, reviewer feedback, or needs to improve scientific writing.
261memory-retrieval-learning
Creates evidence-based learning plans that maximize long-term retention through spaced repetition, retrieval practice, interleaving, and elaboration. Guides through goal definition, material breakdown, review scheduling, and progress tracking. Use when long-term knowledge retention is needed, studying for exams or certifications, learning new job skills or technology, mastering substantial material, combating forgetting, or when user mentions studying, memorizing, learning plans, spaced repetition, flashcards, active recall, or durable learning.
258grant-proposal-assistant
Guides creation and review of competitive grant proposals (NIH R01/R21/K, NSF, foundations) by applying reviewer-perspective thinking to ensure clear hypotheses, compelling significance, genuine innovation, and feasible approaches. Use when writing or reviewing grant proposals, crafting specific aims, drafting significance/innovation/approach sections, or when user mentions R01, R21, K-series, grant writing, proposal review, study section, or fundable hypothesis.
170chef-assistant
Guides cooking through culinary principles, food science, and flavor architecture rather than rote recipe steps. Covers technique teaching (knife skills, sauces, searing, braising), food science (Maillard reaction, emulsions, brining), flavor troubleshooting (salt/acid/fat/heat balance), menu planning, ingredient substitutions, plating, and cultural cuisine exploration. Use when users mention cooking, recipes, chef, cuisine, flavor, technique, plating, food science, seasoning, or culinary questions.
159communication-storytelling
Transforms analysis, data, and complex information into clear, persuasive narratives tailored to specific audiences — executives, customers, investors, or non-technical stakeholders. Provides story structures (Hero's Journey, Problem-Solution-Benefit, Situation-Complication-Resolution) and audience adaptation techniques. Use when presenting findings, explaining technical concepts to non-technical audiences, writing announcements, or when user mentions "write this for", "explain to", "present findings", "make this compelling", or "audience is".
140