learning-to-learn

Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a subject: retrieval practice, self-explanation, prediction before feedback, monitoring understanding, deliberate review, or productive failure. Do not use when learning science or study skills should be the standalone subject of the lesson.

Quality

85%

Does it follow best practices?

Run evals on this skill

Adds up to 20 points to the overall score

View guide

Securityby

Passed

No findings from the security scan

Quality

Content

78%Weight 40%Scale 1-5

Reviews the quality of instructions and guidance provided to agents. Good implementation is clear, handles edge cases, and produces reliable results.

The content is a well-structured, self-contained instructional skill with concrete student-facing language examples and an explicit quality-gate checklist including feedback/retry paths. It could tighten a few explanatory passages and make the workflow sequence more strictly procedural.

Suggestions

Trim the sibling-skill coordination paragraph and the repeated rationale for hiding internal planning labels to improve conciseness.

Reframe the workflow as an explicit numbered procedure (declare goals → plan pages → embed at the four points → run the quality-gate checklist → confirm boundary) with validation gates between stages.

Add one or two concrete before/after examples of a page brief that correctly embeds a learning action, to lift actionability from framework-level to fully executable.

Dimension	Reasoning	Score
Conciseness	The body is sectioned and largely lean, assuming Claude's competence, but a few sentences (e.g. the sibling-skill coordination notes and the repeated "内部框架词" rationale) could be trimmed, fitting the 4 anchor rather than the fully lean 5 anchor.	4 / 5
Actionability	Concrete, copy-paste-style student-facing phrasings ("别急着翻，先把答案写出来", "先猜一下，再看对不对") and four named embed points give actionable guidance, but some directives remain framework-level rather than fully executable, fitting the 4 anchor.	4 / 5
Workflow Clarity	A clear sequence exists (declare parallel goals → four embed points → multi-agent roles → quality gates) with a checklist and explicit feedback/retry paths ("错误要进入检查、补漏和重试路径"), but the sequence is framework-level rather than a strictly procedural validation-gated workflow, so it sits at 4 rather than 5.	4 / 5
Progressive Disclosure	No bundle files exist and none are needed; the body is a self-contained ~57 lines organized under clear section headers with no nested references, satisfying the simple-skill exception for well-organized sections and matching the 5 anchor.	5 / 5
	Total	17 / 20 Passed

Description

92%Weight 40%Scale 1-5

Based on the skill's description, can an agent find and select it at the right time? Clear, specific descriptions lead to better discovery.

The description is strong: third-person, concrete, with explicit what/when guidance and a clear do-not-use boundary that reduces conflict risk. Its only minor weakness is slightly less exhaustive coverage of everyday synonyms a learner might utter.

Dimension	Reasoning	Score
Specificity	Lists multiple concrete actions (retrieval practice, self-explanation, prediction before feedback, monitoring understanding, deliberate review, productive failure) plus metacognition — comprehensive coverage of the domain's concrete actions, matching the 5 anchor rather than the 4 anchor which expects minor gaps.	5 / 5
Completeness	Explicitly answers both "what" ("Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal") and "when" ("Use when the user wants students to learn how to learn..." with concrete trigger phrases), and adds a negative trigger, matching the 5 anchor exactly.	5 / 5
Trigger Term Quality	Includes the natural phrase "students to learn how to learn while studying a subject" plus synonyms (study skills, learning science), but a few natural user-facing phrasings (e.g. "study habits", "how to revise") are absent, fitting the 4 anchor rather than the fully comprehensive 5 anchor.	4 / 5
Distinctiveness Conflict Risk	The "concept-centered OpenMAIC classroom as a parallel goal" framing plus the explicit "Do not use when learning science or study skills should be the standalone subject" boundary carve a clear niche with minimal conflict risk, matching the 5 anchor.	5 / 5
	Total	19 / 20 Passed

Validation

93%

Warnings & errors only

Checks the skill against the spec for correct structure and formatting. All validation checks must pass before discovery and implementation can be scored.

Validation — 15 / 16 Passed

Validation for skill structure

Criteria	Description	Result
frontmatter_unknown_keys	Unknown frontmatter key(s) found; consider removing or moving to metadata	Warning

	Total	15 / 16 Passed

Repository: THU-MAIC/OpenMAIC
Path: skills/agent-runtime/learning-to-learn/SKILL.md
Commit: 29735f1

Reviewed: 1 day ago

Table of Contents

Discovery Implementation Validation

Is this your skill?

If you maintain this skill, you can claim it as your own. Once claimed, you can manage eval scenarios, bundle related skills, attach documentation or rules, and ensure cross-agent compatibility.