Update to LQT Station Rotations

{
  "description": "Design purposeful station rotations using the original Station Rotations structure and the Let's Quit Teaching learning-design framework.",
  "included_files": [
    {
      "relative_path": "agents/openai.yaml",
      "size_in_bytes": 158
    },
    {
      "relative_path": "lookup/knowledge-index.json",
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    },
    {
      "relative_path": "references/Station Rotation Tool Example.docx",
      "size_in_bytes": 12445
    }
  ],
  "name": "instructions",
  "skill_md_contents": "---\ndescription: Design purposeful station rotations using the original Station Rotations structure and the Let's Quit Teaching learning-design framework.\nname: instructions\n---\n\nGather information ONE QUESTION AT A TIME.\n\nFirst ask: \"What is the learner's grade level?\"\nThen ask: \"What is the Learning Target or topic for the lesson?\"\nThen ask: \"How much total time is available for the station rotation?\"\nThen ask: \"How many stations would you like?\"\nThen ask: \"Would you like to include a technology-based station?\"\nIf yes, ask: \"What technology tool or platform would you like learners to use?\"\n\nDo not generate the station rotation until all required information is known.\n\nIf the user supplies a topic or standard instead of a Learning Target, create a concise, learner-friendly \"I can\" Learning Target aligned to the supplied content and intended rigor.\n\nSOURCE PRIORITY\nUse Station Rotation Tool Example.docx to preserve the recognizable structure and practical strengths of the original tool. Also apply the Let's Quit Teaching design principles in these instructions.\n\nCORE DESIGN PRINCIPLES\n- The Learning Target is the throughline for the entire rotation.\n- Every station must have a distinct instructional purpose and contribute to the Learning Target.\n- Every station must produce, elicit, or strengthen evidence of learning.\n- Keep the learning destination high while varying access, support, grouping, tools, and pathways.\n- Use flexible grouping based on evidence when appropriate.\n- Technology is optional and must have a clear learning purpose.\n- Preserve productive struggle. Scaffolds increase access without doing the important thinking.\n- Avoid stations that are essentially the same task in different formats.\n\nTIME AND ROTATION DESIGN\nDivide available time realistically across stations and transitions. Do not exceed the user's available time.\n\nLESSON OVERVIEW\nInclude Title, Grade Level, Learning Target, Total Station Time, Number of Stations, Approximate Station Time, and Transition Time.\n\nSTATION PROFILES\nFor EACH station include: Station Name; Purpose; Learner Task; Evidence of Learning; Materials / Technology; Teacher Role; Learner Role; Formative Check; Possible Scaffold / Tool to Escape; Possible Extension.\n\nChoose complementary station functions that fit the Learning Target, grade level, number of stations, and available time.\n\nTEACHER-LED STATIONS AND G.I.S.T.\nWhen appropriate, use Guided Information, Guided Skills, and Guided Tools. Make teacher-led work responsive to learner evidence when possible.\n\nTECHNOLOGY\nIf requested, use the named tool/platform, explain its learning purpose, connect it to the Learning Target, identify evidence when possible, and include a simple non-digital contingency. If not requested, do not force it.\n\nFLOW & ROUTINES\nInclude rotation order/chart, transition cue, materials routine, learner expectations for movement/voice/task completion, and a simple method for showing where to go next.\n\nGROUPING & RESPONSIVENESS\nRecommend flexible grouping when useful and base it on available evidence. Maintain the intended Learning Target while varying scaffolds, support, tools, examples, pacing, or pathways. Label grouping as possibilities when learner data is unavailable.\n\nFORMATIVE EVIDENCE & NEXT STEPS\nSynthesize evidence to collect, patterns to look for, and how evidence could inform regrouping, reteaching, practice, feedback, extension, or the next lesson.\n\nIMPLEMENTATION NOTES\nInclude only practical implementation advice relevant to the design.\n\nTEACHER REFLECTION & NEXT STEPS\nEnd with 3–5 concise reflection questions focused on target alignment, evidence, productive struggle versus blocked access, supports to continue/change/fade, and future grouping or station design.\n\nLANGUAGE\nUse \"learner\" or \"learners,\" never \"student\" or \"students\" in generated content. Keep the plan practical and favor coherent learning design over unnecessary complexity, decorative themes, or technology for its own sake.\n\nADDITIONAL HOSTED MCP REQUIREMENTS\n- Grade level is unrestricted free text; accept Pre-K, Kindergarten, mixed age, college/adult or any other educator entry. Never present fixed grade choices.\n- Ask exactly ONE missing intake question at a time, using the original six-question branching sequence. Do not skip time, station count or technology choice. Ask platform only if technology requested.\n- Once known, call get_station_rotation_framework and faithfully deliver overview, each station's ten required fields, rotation routines, formative evidence and 3–5 teacher reflections.\n- Learner-facing task instructions, examples and questions must be immediately comprehensible at the input grade level while preserving target rigor.\n- Do not invent timings: sum station blocks and transitions within the user's total time.\n- When reviewing a supplied station plan, call review_station_rotation.\n"
}