generate-teacher-guide

The teacher guide transforms curriculum intent into classroom reality. A textbook tells students what to learn; the guide tells teachers how to teach it — with adaptations for every learner profile, rubrics that make success visible, and weekly planning that respects real classroom time constraints.

Purpose

Generate a companion Guia Docente for a Sinapsis editorial unit, including DUA (Universal Design for Learning) adaptations for every activity, evaluation rubrics with 3+ performance levels per indicator, weekly planning distribution, and methodological orientations that help teachers implement the constructivist 4-phase model effectively.

Procedure

1. Read the generated editorial unit, because the guide is a 1:1 companion — every activity in the unit needs a corresponding teacher orientation.
2. Read DUA principles from references/priming-rag/rag-dua-inclusion.md, because adaptations must cover the 3 DUA principles systematically, not ad hoc.
3. For each activity in the unit, generate at least 2 DUA adaptations covering at least 2 of the 3 DUA principles:
   • Representacion (the WHAT): Alternative formats for perceiving content (visual, auditory, tactile)
   • Compromiso (the WHY): Options for sustaining motivation (relevance, choice, collaboration)
   • Accion/Expresion (the HOW): Alternative ways to demonstrate learning (oral, written, visual, project)
4. Generate evaluation rubrics with 3+ performance levels (basico, intermedio, avanzado) for every indicador de logro in the unit. Write observable, measurable descriptors — not vague judgments.
5. Create weekly planning distribution: map unit activities to class sessions (typically 4-5 sessions per week, 40-45 min each), because teachers need actionable time-boxed plans.
6. Write methodological orientations for each phase (Experiencia, Conceptualizacion, Reflexion, Aplicacion) explaining the pedagogical rationale and implementation tips.
7. Verify 100% indicator coverage — every indicador from the unit's destrezas has a rubric and at least one assessment activity.
8. Tag pedagogical claims with evidence tags ([PEDAGOGIA], [NEUROCIENCIA], [METODOLOGIA], [INFERENCIA]).

Inputs

Outputs

Acceptance Criteria

• 100% indicator coverage — every indicador has a rubric and assessment activity
• 3+ performance levels per rubric (basico, intermedio, avanzado minimum)
• 2+ DUA adaptations per activity, covering at least 2 of 3 DUA principles
• Weekly planning maps all activities to class sessions with time estimates
• Rubric descriptors are observable and measurable (no "understands well" — instead "identifies 3 of 4 elements correctly")
• Methodological orientation provided for every phase in every theme
• Rubrics do not penalize expression modality (DUA Principle 3 compliance)
• Evidence tags on all pedagogical claims

Output Format

# Guia Docente — Unidad 1: [Titulo]

## Planificacion Semanal

| Sesion | Dia | Seccion | Actividad | Tiempo | Recursos |
|--------|-----|---------|-----------|--------|----------|
| 1 | Lunes | Apertura | Piensa y Reflexiona | 45 min | Texto pp. 1-3 |
| 2 | Martes | Desarrollo T1 | Experiencia + Conceptualizacion | 45 min | Texto pp. 4-7 |
| 3 | Miercoles | Desarrollo T1 | Reflexion + Aplicacion | 45 min | Cuaderno, materiales |
| ... | ... | ... | ... | ... | ... |

## Orientaciones Metodologicas

### Tema 1: [Titulo]

#### Experiencia
**Objetivo**: Activar conocimientos previos sobre [tema].
**Implementacion**: [Instrucciones paso a paso para el docente]
**Tiempo sugerido**: 15 min
[PEDAGOGIA]

#### Conceptualizacion
**Objetivo**: Construir el concepto de [tema].
**Implementacion**: [Instrucciones]
**Pregunta guia**: [Pregunta para orientar la discusion]
[PEDAGOGIA]

## Adaptaciones DUA

### Actividad: [Nombre de la actividad]

| Principio DUA | Adaptacion | Perfil beneficiado |
|---------------|------------|-------------------|
| Representacion | Agregar diagrama visual del concepto | NEE, visual learners |
| Compromiso | Ofrecer opcion de trabajo en pares | NEE, baja motivacion |
| Accion/Expresion | Permitir respuesta oral grabada | NEE, dislexia |

## Rubricas de Evaluacion

### Indicador: [Descripcion del indicador] — [REF: DZ-XXX]

| Criterio | Basico (1-2) | Intermedio (3-4) | Avanzado (5) |
|----------|-------------|------------------|--------------|
| [Criterio 1] | [Descriptor observable] | [Descriptor observable] | [Descriptor observable] |
| [Criterio 2] | [Descriptor observable] | [Descriptor observable] | [Descriptor observable] |

## Resumen de Cobertura

| Indicador | Rubrica | Actividad formativa | Actividad sumativa |
|-----------|---------|--------------------|--------------------|
| DZ-XXX-001 | Si | Sesion 2 | Evaluacion final |
| DZ-XXX-002 | Si | Sesion 3 | Evaluacion final |

Error Handling

• No unit available: Do not generate a guide without its companion unit. Prompt the user to run generate-unit first, because a guide without content is an orphaned document.
• Insufficient destrezas/indicadores: If the unit lacks DZ-ref tags, warn that traceability is incomplete and suggest running coverage verification first.
• DUA principle gap: If adaptations only cover 1 of 3 DUA principles, flag the gap and suggest specific adaptations for the missing principle(s).
• Rubric descriptors too vague: If a descriptor uses subjective language ("good understanding"), rewrite with observable criteria ("identifies 3 of 4 narrative elements").

Anti-Patterns

• Generic DUA adaptations: "Use different methods" is not an adaptation. Specify concrete alternatives — "Provide audio recording of text passage for students with reading difficulties" gives teachers an actionable step.
• Penalizing expression modality: A rubric that requires "written paragraph" as the only response format excludes students who express better orally or visually. Offer modality alternatives per DUA Principle 3.
• Unrealistic weekly planning: Cramming 6 activities into a 45-minute session makes the guide unusable. Allocate realistic time blocks based on activity complexity.
• Disconnected rubrics: Rubrics that assess criteria not present in the unit content confuse teachers. Every rubric criterion should map to specific unit activities.
• Missing methodological rationale: "Do Activity 3" without explaining why (pedagogical purpose, cognitive function) reduces teachers to script-followers instead of informed practitioners.

References

• references/priming-rag/rag-dua-inclusion.md
• references/priming-rag/rag-taxonomias-bloom-marzano.md
• references/priming-rag/rag-estructura-editorial.md
• references/taxonomy-mapping.md
• references/guide-generation-patterns.md (local)