By name: teaching-style-patterns description: Reusable teaching style patterns for designing or revising lessons, syllabi, lesson plans, slide decks, handouts, quizzes, and in-class facilitation flows. Use when the main task is choosing how a class should run, mapping a teaching approach onto time blocks, or keeping the same lesson style consistent across syllabus and teaching materials. Triggers include requests about 授業スタイル, lesson structure, class format, シラバス設計, 授業資料設計, 進め方, 教え方, and how to balance explanation with hands-on work.
Teaching Style Patterns
Overview
Choose a lesson-running pattern before writing artifacts. Keep the pattern consistent across the syllabus, lesson plan, and teaching materials instead of deciding the class style from scratch every time.
Workflow
- Identify the teaching constraints first.
- session length
- whether the class is lecture, exercise, studio, or mixed
- whether learners can be assumed to self-pace
- whether the material is textbook-driven, project-driven, or assessment-driven
- how much instructor prep time is realistic
- Choose a pattern from references/patterns.md.
- Translate that pattern into the artifact being written.
- syllabus: write time blocks, observable checkpoints, and assessment fit
- lesson plan: write the loop shape, timing, and what the instructor prepares
- slides or handouts: support the loop directly; do not add long concept dumps that break the pattern
- Keep the same pattern visible across related artifacts unless the user explicitly wants a mismatch.
Pattern Selection
- If the class should move with a textbook, learners need to touch the tool immediately, and mixed experience levels make full self-pacing risky, start with
教科書伴走・小刻み再現型. - If the user already states a strong preference for a class style, align to that pattern unless it clearly conflicts with the constraints.
- If no pattern fits cleanly, state the tension explicitly and adapt the closest pattern instead of inventing an unstructured hybrid.
Artifact Rules
- Do not write loop-level ad-lib support tasks into a syllabus unless they are stable enough to plan in advance.
- Do write the stable lesson shape into the syllabus when that shape affects pacing, learner experience, or assessment logic.
- For teaching materials, follow the chosen pattern more literally than in the syllabus because materials are closer to live execution.
- Prefer observable checkpoint language such as
起動できる,動かせる,反応する,提出できるover vague understanding language.
References
- Read references/patterns.md to choose or adapt a teaching style pattern.