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Creates evidence-based, phase-specific scaffolds (forethought, performance, reflection) tailored to a task and student maturity level to teach self-regulated le
Produces teacher- and student-facing scaffolds that support goal-setting, monitoring, and reflection for classroom tasks. Outputs include phase-specific prompts, a student handout, teacher moves, and a fading plan so scaffolds are removed as learners gain independence. The skill is grounded in SRL literature (Zimmerman, Pintrich) and offers concrete templates and examples.
Use when designing assignments or projects where students struggle to plan, monitor progress, or reflect effectively — e.g., multi-lesson essays, long-term projects, or inquiry tasks. Triggers: "self-regulation", "scaffold", "Zimmerman", "SRL", or requests for metacognitive scaffolds.
Education and curriculum-focused assistants (Claude, Codex, or Claude-like agents) that can generate pedagogical materials and adapt prompts for classroom use.
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