Identify the teaching constraints first.
- session length
- whether the class is lecture, exercise, studio, or mixed
- whether learners can be assumed to self-pace
- whether the material is textbook-driven, project-driven, or assessment-driven
- how much instructor prep time is realistic
Choose a pattern from references/patterns.md.
Translate that pattern into the artifact being written.
- syllabus: write time blocks, observable checkpoints, and assessment fit
- lesson plan: write the loop shape, timing, and what the instructor prepares
- slides or handouts: support the loop directly; do not add long concept dumps that break the pattern
Keep the same pattern visible across related artifacts unless the user explicitly wants a mismatch.

Pattern Selection

If the class should move with a textbook, learners need to touch the tool immediately, and mixed experience levels make full self-pacing risky, start with 教科書伴走・小刻み再現型.
If the user already states a strong preference for a class style, align to that pattern unless it clearly conflicts with the constraints.
If no pattern fits cleanly, state the tension explicitly and adapt the closest pattern instead of inventing an unstructured hybrid.

Artifact Rules

Do not write loop-level ad-lib support tasks into a syllabus unless they are stable enough to plan in advance.
Do write the stable lesson shape into the syllabus when that shape affects pacing, learner experience, or assessment logic.
For teaching materials, follow the chosen pattern more literally than in the syllabus because materials are closer to live execution.
Prefer observable checkpoint language such as 起動できる, 動かせる, 反応する, 提出できる over vague understanding language.