case-teaching-note

case-teaching-note

Overview

Writes the instructor-facing teaching note that pairs with the case narrative from case-business-case. Where the case is the story, the teaching note is the pedagogy: where it lives in the curriculum, what theory frames it, what questions drive the discussion, how to assess.

When to Use This Skill

TRIGGER when:

• A case.md exists at the case root, or the caller supplies a variant's case.md, and the author wants the teaching companion.
• The author is repurposing an existing case for a different audience (course, level, time budget).
• The author wants to refresh the socratic questions after a pilot run.

SKIP when:

• No case narrative yet (run case-business-case first).
• The deliverable is a research dossier, not a teaching instrument.
• The course is a non-case teaching context (lecture-only, lab, etc.).

Workflow

Before reading or writing artifacts, read internal/state.json, check applicable blockers, and resolve work_target. If a blocker prevents the note, record a blocked history entry and stop.

1. Read the case (case.md) and its evidence pack in research/ or research/manual-evidence-brief.md.
2. Author interview: read internal/intake.yaml. Use discipline and audience_level when they are set. discipline is a list; when it names more than one field, choose lenses, questions, and board work that serve each listed discipline instead of picking one. Do not ask before writing the first version. Use what the author already said and these defaults, and state them in the note: the stored level, or the level the author's request implies, or graduate; a suggested syllabus position that follows from the case's theory, written as a suggestion; an 80-minute class; and the lenses the evidence and the disciplines support. After the note is written, offer to adjust these choices, as references/pipeline-flow.md says: level, syllabus position, class length, and theoretical lenses. When the author picks one, ask that one, revise the note, and write a level or discipline answer into internal/intake.yaml and config; disciplines go into the discipline list, with multiple selections allowed. Keep the syllabus position, class length, and lenses in the note.
3. Theory scan: combine the references in research/extraction-log.md or the manual brief with the author's uploads. Select a focused set of theoretical lenses applicable to the decision point. Mark which the case supports directly and which require extrapolation.
4. Learning objectives: choose a manageable number of measurable objectives (often 3–5), each mapped to case evidence and a rubric criterion. Adapt the count to the author’s purpose and available time.
5. Class plan:
   • Block 1 (15 min in the 80-minute example): cold open + context. Socratic questions that surface student assumptions.
   • Block 2 (20 min): dilemma + data. Questions that test comprehension and force trade-off articulation.
   • Block 3 (20 min): decision moment. Questions that elicit a position and force defense.
   • Block 4 (20 min): wrap-up + transfer. Questions that connect the case to prior cases or to the student's own experience.
   • Reserve 5 minutes as a buffer in the 80-minute example (75 minutes of activities + 5 buffer). Scale the blocks to the author’s time budget while preserving a short synthesis/transfer segment. Generalization, group work, breaks, or a guest speaker are options, not requirements; see the timed templates.
6. Board plan: a visualizable sequence (a Mermaid flowchart or a structured outline) that a colleague can recreate on a whiteboard without notes.
7. Pre/in/post assignments: pre-class reading or short writing, in-class group prompts, post-class reflection or follow-up.
8. Assessment: rubric (formative or summative) — pull criteria from case-classroom-test if it has run; otherwise default to a 5-criterion rubric (issue identification, framework application, evidence use, position defense, transfer).
9. State update: check applicable blockers and read work_target before choosing files. Write to its teaching_note path for a variant; when that field is null, use variants/<variant-id>/teaching-note.md and store that path in work_target. Use case-<slug>/teaching-note.md for the master. Archive a previous root note with its reading copies before replacement. Preserve the active target; set stage: "case-teaching-note", next_skill: "case-classroom-test", and append history in internal/state.json.
10. Reader formats: Write every heading, caption, cross reference, and label the reader sees in the document language, with the terms in references/taxonomy.md ("Anexo", not "Exhibit", in Portuguese). open teaching-note.md with the cover front matter in references/reader-formats.md: the case's title and date, the teaching-note label, the instructor-only notice, and the case's cover image when there is one. Keep that Markdown canonical. Render the sibling HTML and PDF, record all three paths, list every generated path for the author, and offer to open only teaching-note.md, PDF first. Follow references/reader-formats.md.
11. Disclosure: append this run's inputs, outputs, AI contribution, human contribution, checks, and pending checks to internal/disclosure.md.

Artifact paths and state

The root-level paths below are defaults. Read work_target from state before choosing files; when it names a variant, use those paths and preserve the masters. A caller's new explicit target updates work_target. On a partial or blocked run, retain the last successful stage and record limitations and the next action. On completion, store this skill as stage, select next_skill from actual remaining work, append history, clear current_skill, and refresh updated_at. A completed review or classroom report may identify revisions; its completion does not mean the case is approved.

Continuing the pipeline

When this skill completes, follow references/pipeline-flow.md: tell the author in one line what comes next, and run next_skill in the same turn. Stop only for a reason listed there. End every turn with the harness question tool and options the author can pick, such as "Seguir com a pesquisa".

Inputs

• case.md and its evidence pack in research/ or research/manual-evidence-brief.md.
• Author interview answers.
• Optional: rubric criteria from case-classroom-test if already produced.

Outputs

• case-<slug>/teaching-note.md — the canonical teaching note.
• case-<slug>/teaching-note.html and case-<slug>/teaching-note.pdf — reading copies of that Markdown.
• Updated internal/state.json with a history entry.

Limits

• Does not produce the case narrative (that's case-business-case).
• Does not run the case in class (that's case-classroom-test).
• Does not submit to a journal (that's case-peer-review).
• Does not produce the participant guide or slide deck (those are downstream of the presentation pipeline).
• Does not invent theory citations — every reference must come from the evidence pack, manual brief, or the author's uploads.
• When the note quotes a source, the highlighted quotation is in the language of the note. The verbatim original may follow as *Original:*. Follow references/reader-formats.md. Do not lead with the source language and gloss it afterwards.
• Does not edit HTML or PDF as sources. Regenerate them from the Markdown.

References

• references/taxonomy.md — the terms the reader sees, per language: headings, captions, cross references, and cover labels ("Exhibit" is "Anexo" in Portuguese). Use it for every reader-facing document.
• references/pipeline-flow.md — continue into the next skill, when to stop, and the question that ends every turn.
• references/class-plan-template.md — 60/80/90/180-minute variants with question ladders.
• references/socratic-questions.md — what makes a good question for each block.
• references/case-folder-convention.md — folder + state schema with English/Portuguese taxonomy.
• references/reader-formats.md — canonical Markdown, HTML and PDF copies, the paths to list, and the one main deliverable to offer to open.

Common Pitfalls

1. Quoting the case body verbatim in the teaching note — the note should paraphrase and analyze, not repeat.
2. Requiring undeclared preparation — questions must be answerable using case evidence and the declared prerequisites or assigned readings. Make any required theory available through those readings or prior coursework, without inserting it into the case body.
3. Time overruns — the plan must fit the time available, with a 5-minute buffer for overruns.
4. Theory overload — select only the lenses needed for the objectives; fewer may be sufficient.
5. Missing instructor analysis — keep prompts open, but include worked calculations, plausible responses, trade-offs, and guidance in the instructor-facing note so another teacher can use it.