Champion Principal Thought and Action System
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About this skill
Problem
Teachers often spend time formatting lesson plans, feedback, and reflections instead of aligning decisions with a stable teaching framework. This skill turns principles such as student-centered learning, growth mindset, PDCA, and the six learning capabilities into structured prompts, making AI outputs more pedagogically grounded.
How It Works
Core capabilities:
- Lesson plan generation: generates unit designs for a subject, grade, and topic, with constraints such as teacher direct instruction ≤ 15 minutes and independent practice ≥ 10 minutes.
- Growth-minded feedback: produces feedback using an observation-impact-suggestion structure, focusing on process, effort, and actionable improvement.
- PDCA reflection support: creates a Plan / Do / Check / Act checklist for lessons, activities, and projects.
- Learning difficulty diagnosis: analyzes issues across motivation, cognitive foundation, goal management, practice strategies, application, and metacognitive regulation, then suggests interventions.
- Educational philosophy lookup: answers questions about self-determination theory, growth mindset, and the 3A classroom.
Use it by providing task-specific inputs: subject and topic for planning; student work for feedback; goals and process notes for reflection; observed behavior for diagnosis. Outputs follow stated principles, so teachers can revise them into practice.
Boundaries
It is a teaching support tool, not a replacement for professional judgment, classroom interaction, or students' own cognitive work. For complex student needs, combine its output with human assessment. The material emphasizes that AI should not reduce cognitive effort or replace real teacher-student interaction.
Use Cases
- When preparing a unit, provide subject, grade, and topic, then request a draft lesson plan with time and practice constraints.
- After reviewing student work or projects, enter the observed performance and request feedback structured as observation, impact, and suggestion.
- After a class, provide goals, process notes, and results, then generate a Plan, Do, Check, Act reflection checklist for next actions.
- When students struggle with practice, provide a behavior description and diagnose causes using the six learning capability dimensions and suggest interventions.
Best For
- Subject teachers preparing unit plans and needing to encode class-time norms into lesson drafts
- Teachers writing developmental feedback on assignments or projects rather than grades alone
- Teachers or instructional coordinators structuring post-class or post-activity reflections into improvement plans
- Learning support teachers diagnosing practice, motivation, or goal-management issues and proposing interventions
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