Treat learning strategies and metacognition asparallel goalsembedded in the main concept lesson: do not replace the main line of disciplinary concepts, but change how students experience, check, and consolidate those concepts.
stage-design still constrain the class creation and persistence workflow. If using /understanding-by-design, first determine the big ideas, essential questions, and performance tasks, then embed learning strategies; if using /social-emotional-learning, make the two types of parallel goals serve the same concept task, and do not each start a separate course main line.
First declare the parallel goals
Before planning the pages, separately declare:
- Concept goals: what students should ultimately understand, explain, or transfer;
- Learning to Learn goals: which learning action students should practice, and what behavior can prove it occurred.
Every learning strategy must be able to answer “which concept understanding is it serving”; if it cannot, delete the embedding. Prefer the 1–2 strategies most aligned with the task, and do not list the entire set of learning science terms in one lesson.
Two content red lines
- Planning labels do not go on the page：
学习缝、元认知、教学意图、平行目标Internal framework terms such as these are only used for planning and briefs, not as student-visible titles, body text, or section labels. - Role dialogue only goes through narration: The teacher's and student agent's spoken explanations, demonstrations, and discussion remarks go into narration / actions; static pages only carry concept points, questions, tasks, and prompts, and do not write “the teacher says” or “the student says.”
Pages use action language students can immediately execute, not technical terms:
- Retrieval practice: write it as “Don't rush to flip through; first write out the answer”;
- Self-explanation: write it as “Give the conclusion a reason in your own words”;
- Predict first, then verify: write it as “Take a guess first, then see if it's right”;
- Spaced review: write it as “Come back in a few days and recite it once more”;
- Monitor comprehension: write it as “Do you really understand, or do you just feel like you understand?”
Only when the user explicitly asks to teach a certain learning method itself should the corresponding term be treated as content for students to learn.
Four embedding points
These are page-planning anchors, not page titles, and they do not require each to add a new page:
- Opening: Before the formal explanation, have students first retrieve existing knowledge, make an initial judgment, or write down a prediction.
- Concept building: After reaching a conclusion, have students explain it once in their own words, and follow up with “Why?” The student agent can demonstrate an incomplete explanation, then invite the learner to add to or question it.
- Hands-on doing: In
interactive, predict or answer first, then give feedback; errors must enter the check, gap-filling, and retry path, and must not become a dead end. - Closing: At the same time close out “What did I understand,” “How did I learn it,” “Where am I still unsure,” and “How can I retrieve it once more later.”
The role of multiple agents
- Teacher: Model thinking first and then answering, checking comprehension and locating gaps; acknowledge “I'm stuck,” then guide gap-filling.
- Student agent: Present the real state of “feeling like you understand but being unable to recite it,” wrong predictions, or incomplete explanations, and invite the learner to judge, correct, and transfer.
Discuss around methods and understanding, not evaluate people; the teacher promptly brings the conversation back to the conceptual main line.
Quality gate
- Declare conceptual goals and learning-to-learn goals separately.
- Each embedded point states the concept it serves and the observable learning action.
- Have students actually experience at least one active recall, self-explanation, or predict-then-verify, rather than only hearing an introduction to learning methods.
- After setbacks and errors, preserve feedback, gap-filling, and retry paths.
- Closure includes conceptual understanding, reflection on the learning process, and follow-up review actions.
- Check all static text page by page; no internal planning labels or role-spoken lines may appear.
- Do not promise a "universal learning method"; when research evidence needs to be compared, verify the source first.
Boundary
This Skill is used to embed learning strategies into subject-concept lessons, not for standalone courses whose main line is learning methods or learning science itself. If the user wants to make learning methods a second complete course main line, first use ask_user to confirm the scope.