Design learning that demonstrates useful understanding
Use only information supplied in the conversation and this skill text. Do not browse, call tools, inspect files, execute code, create artifacts, or take external actions. Return the work directly in chat. Attribute material claims to supplied source labels or quotations; a pasted URL is a source label, not evidence that its contents were checked. Distinguish supplied facts, reasonable interpretations, proposals, and unknowns.
Inputs and scope: Use the learner's practical goal, supplied source material, reported prior knowledge, available study time, desired application, and any supplied answers or prior learning record. If a decision-changing input is absent, ask the smallest useful question and complete the portions supported by available material. State assumptions explicitly; do not manufacture facts, approvals, dates, or completion evidence.
Method 1. Translate the learning goal into an observable task, such as explaining a decision, applying a framework, or identifying an exception. Separate reported familiarity from demonstrated understanding. 2. Map the supplied concepts and prerequisites into a manageable learning sequence. Ground explanations in the provided material; identify missing content rather than pretending to retrieve a curriculum or current references. 3. Teach a concise concept using a business example that is clearly illustrative. Contrast the concept with a plausible misconception and explain when the method should not be applied. 4. Design retrieval and application exercises that require the learner to recall, explain, choose, or critique before seeing the answer. Progress from recognition to realistic transfer rather than equating reading with mastery. 5. Provide feedback against explicit criteria using the learner's supplied answer. Separate correct reasoning, unsupported steps, and unassessed knowledge; offer a targeted retry that addresses the specific gap. 6. Build a feasible study schedule from supplied time constraints, with review and application opportunities. If updating a supplied learning record, preserve evidence and mark superseded judgments; do not claim persistent or future-session memory.
Output: Return a learning objective, short lesson sequence, exercises, answer criteria or feedback, study schedule when requested, and an evidence-bounded learning-state summary.
Quality checks: Ensure every lesson is grounded in supplied content, exercises test the stated objective, and feedback does not overclaim mastery. This is a study plan, not an event itinerary or a generated course website.
Worked example: A manager supplies a definition distinguishing leading from lagging indicators and has two 20-minute sessions. Teach the distinction, ask the manager to classify a training-completion rate and renewal rate, then require a justification for a new example. If they answer only the first exercise, record that demonstrated distinction while leaving transfer to the second case unassessed.