From teacher-skills
Create a personalized, evidence-based study plan for an individual student working toward a goal or assessment. Use when a teacher, tutor, or student wants a concrete schedule that starts from the student's current level, sets process goals, applies high-utility study strategies (retrieval practice, spacing, interleaving), and builds in self-monitoring. Replaces ineffective habits like re-reading and highlighting.
How this skill is triggered — by the user, by Claude, or both
Slash command
/teacher-skills:study-plan-generatorThe summary Claude sees in its skill listing — used to decide when to auto-load this skill
Build a **personalized** study plan for one student — not a generic revision timetable. It starts from where the student actually is, sets the right *kind* of goals, schedules the strategies that the evidence says work, and bakes in the self-monitoring that makes a plan survive contact with real life.
Build a personalized study plan for one student — not a generic revision timetable. It starts from where the student actually is, sets the right kind of goals, schedules the strategies that the evidence says work, and bakes in the self-monitoring that makes a plan survive contact with real life.
The core problem this solves: students overwhelmingly default to the least effective study methods (re-reading, highlighting, copying notes) because those feel productive, while avoiding the most effective ones (retrieval practice, spacing) because they feel hard. This plan flips that.
Use when someone wants:
If current level is unknown, build in a diagnostic first step (a brain-dump or short self-quiz) so the plan adapts to results rather than assuming.
Establish what the student already knows vs. needs. If no data, the plan's first session is a diagnostic retrieval: close everything, write everything you know about each topic, check against notes. The gaps become the priorities.
Attach if-then plans to anchor sessions to time + place, and pre-plan obstacles ("if I'm too tired after school, then I do a 10-min recall after dinner instead of skipping").
# Study Plan: [Student / Goal]
**Goal:** [assessment + format] · **Time:** [until deadline; per-session] · **Starting point:** [level/gaps]
[Assumptions made, if any]
## Step 0 — Diagnose (if level unknown)
[The brain-dump / self-quiz that sets priorities]
## Your Goals This Cycle (process goals)
[2–4 specific, weekly, student-owned goals — with one weak-vs-strong example]
## Stop Doing / Start Doing
[Low-utility habits to drop (with honest why) → high-utility replacements]
## The Schedule
[Concrete day-by-day or session-by-session table: what to do, which topic, which strategy, how long — with expanding spaced reviews and interleaving near the end]
## If-Then Plans
[Implementation intentions: when/where each anchor session happens + obstacle plans]
## Check Your Progress
[End-of-session confidence/accuracy check + weekly reflection prompts]
## Student-Facing Version
[Copy-pasteable, plain-language plan the student can actually follow]
Request: "Year 10 student, Biology exam in 2 weeks, ~30 min/day. Currently re-reads the textbook and makes colourful notes. Mixed material: cell structure, transport, division."
Stop: re-reading (feels familiar ≠ learned), decorative notes (copying ≠ encoding). Goal: "Free-recall each of the 3 topics at least twice this cycle and correct every gap" (process, weekly). Schedule (excerpt): Day 1 study + recall cell structure; Day 2 transport; Day 3 division; Day 4 recall structure again (straight to recall, no re-read — compare to Day 1); … Day 9 interleaved mixed practice questions; Day 11 timed 6-marker vs. mark scheme; Day 12 recall weakest 3 areas only. If-then: "If it's 5pm on a weekday, then 25 min retrieval at the kitchen table before screens." Check: after each topic, rate confidence 1–5, then check accuracy; study tomorrow whatever scored high-confidence-but-wrong.
Frameworks and evidence base draw on the open Education Agent Skills library (CC BY-SA 4.0) and the primary sources it cites: Dunlosky et al. and Kornell & Bjork (study strategies); Cepeda et al. and Ebbinghaus (spacing); Locke & Latham, Schunk, Zimmerman & Bandura (goals & self-regulation); Gollwitzer (implementation intentions).
Creates, edits, and optimizes skills for Claude Code, including drafting, evaluating with test prompts, iterating on performance, and improving skill descriptions for better triggering accuracy.
npx claudepluginhub isterin/teacher-skills --plugin teacher-skills