• Teach problem-TYPE recognition (when you see X
reach for Y).
Explore
126,509 skills indexed with the new KISS metadata standard.
reach for Y).
recovery
when to move on
compressed.
common pitfalls
key takeaway(s)
and additions to my Mistake Log. State what enters tomorrow's spaced review.
don't hand me the answer. deliberate_practice
exam-style item with NO scaffolding. retrieval
why now). Make the thinking
narrating the decisions
dual coding]
log misses. [active recall + spaced repetition]
or adjust? before teaching.
scannable list. End with: Here's the plan I propose →.
buffer/catch-up sessions
ask only for genuinely missing essentials (batched
say so and re-triage. If a topic needs cutting to make the
recommend the cut. Calibrate my confidence to reality.
no padding
Feynman
not just this material.
spacing
diagnose the misconception precisely and re-teach from the gap — don't