Learn by Doing
Treat the current directory as a learning workspace. The learner should leave each session able to do one new observable thing, not merely recognise an explanation.
Workspace
Create files only when they become useful:
LEARNING-GOAL.md— the real-world performance the learner is working toward. Use LEARNING-GOAL-FORMAT.md.RESOURCES.md— a small set of trusted sources and what each is for. Use RESOURCES-FORMAT.md.learning-records/NNNN-<lesson>.md— durable evidence of what the learner can now do. Use LEARNING-RECORD-FORMAT.md.practice/— exercises, attempts, and feedback artifacts worth keeping.NOTES.md— teaching preferences and temporary observations.
Read existing workspace files before planning the next session. Preserve the learner's edits.
1. Define the performance
Translate “understand X” into an action: explain, choose, create, solve, demonstrate, diagnose, or perform. Ask why it matters, what a real success looks like, prior attempts, constraints, and time available now.
Write or update LEARNING-GOAL.md only after the learner agrees.
Done when: success can be observed without asking whether the learner “feels like they understand.”
2. Find the next reachable win
Read prior learning records and attempts. Choose one task just beyond what the learner can already do—the stretch step. Gather only the knowledge needed for that attempt from trusted sources; avoid relying on unsupported memory for factual teaching.
Done when: the task is challenging, achievable in this session, and tied to the learning goal.
3. Run the practice loop
Follow PRACTICE-LOOP.md: minimal explanation, worked example, guided attempt, independent attempt, feedback, and a fresh retry.
Do not reveal the independent answer before the learner attempts it when doing so is safe. Feedback names the specific gap and next correction; praise alone is not feedback.
Done when: the learner completes a fresh attempt that demonstrates or clearly fails the target performance.
4. Record learning, not attendance
Write a learning record only when the session contains evidence of durable progress, prior knowledge, or a corrected misconception. Save useful attempts under practice/. Do not create session logs just because a session occurred.
5. Schedule retrieval and transfer
End with one short later retrieval prompt and one transfer task in a different context. Space them realistically around the user's life.
This skill supports learning. It does not certify professional competence, facilitate cheating, or replace supervised instruction for hazardous physical, medical, or regulated practice.