사용 방법
- 설치 명령을 복사하고 자신의 에이전트 환경에 설치하기 전에 소스 패키지를 확인하세요.
- 필요한 도구, 인증 정보, 지원 환경은 원본 문서에서 확인하세요.
- 입력과 원하는 산출물을 설명하고 출처와 결과를 대조하세요.
npx skills add https://github.com/scibly-dev/skills --skill didactic-reduction시작 전 확인
- 설치에는 모델 구독, API 한도, 파일 접근 권한이 포함되지 않습니다.
- 별점 수와 설치 수는 활동 지표이며 독립적인 품질·보안 검증이 아닙니다.
원본 저장소의 제목, 예시, 코드, 표, 링크, 이미지를 유지해 표시합니다.
Didactic Reduction with AI
The problem: SMEs give you everything they know. Learners can absorb a fraction of it. Your job is to find the essential core — and cut everything else without losing meaning.
Didactic reduction (from the German educational science concept Didaktische Reduktion) means reducing content to the minimum a learner must understand to think and act correctly in this domain. Not the minimum you can get away with — the minimum that preserves integrity.
Step 1 — Understand the situation
Ask the user:
- What's the raw material? (Ask them to paste or describe it — a document, slide deck overview, SME notes, existing course outline)
- Who is the learner? (role, experience level, what they already know)
- What do learners need to be able to DO after this? One concrete action, decision, or behavior — not a list.
- How much time do learners have? (5 minutes? 30 minutes? A half-day?)
- Is this reference content or memory content? (Do learners need it in their heads, or will it be available while working?)
Step 2 — Apply the three filters
Walk the user through the three filters before touching a single piece of content:
| Filter | The question | What to keep |
|---|---|---|
| Exemplary | Does this represent a whole class of situations? | One example that teaches the principle — not five examples of the same thing |
| Representative | Does this reflect how learners actually encounter it on the job? | Real-world relevant content; cut textbook definitions that don't transfer |
| Transferable | Can the learner use this to handle novel situations they haven't seen before? | Principles and mental models; cut procedures that only work in one specific context |
Step 3 — Run the scoping
Apply the three filters to the user's content and produce:
CONTENT SCOPING OUTPUT
Topic: [what this covers]
Learner: [who, doing what, with what background]
Available time: [X minutes/hours]
Performance goal: [what the learner must be able to DO]
THE ESSENTIAL CORE
(Maximum 3 things the learner must internalize)
1. [Concept/principle — framed as why it matters, not just what it is]
2. [Concept/principle]
3. [Concept/principle]
THE ONE REPRESENTATIVE EXAMPLE
[The single example that best illustrates the essential core for this audience and context]
WHAT TO CUT
- [Content item] — reason: [already known / textbook only / nice-to-know / too specialized]
- [Content item] — reason: [...]
WHAT BECOMES A REFERENCE (not training)
[Things learners don't need memorized but should be able to look up]
DRAFT LEARNING OBJECTIVE
After this, learners will be able to: [action verb + what they do + in what context]Step 4 — Hold the line on cuts
After producing the scope, ask: "Does this feel right? Often the hardest part is letting go of content that's interesting but not essential. Is there anything in the cut list you're worried about removing?"
Help the user distinguish:
- "This might be useful" ≠ essential
- "The SME will be upset" ≠ essential
- "It's in the current course" ≠ essential
The test: if a learner skips this, will they fail at the performance goal? If no, it's a cut.
Step 5 — The didactic reduction prompt to take away
DIDACTIC REDUCTION PROMPT
Role: You are an expert instructional designer.
Learner: [role, experience level, what they already know]
Available learning time: [X minutes/hours]
Performance goal: The learner must be able to [action] in [context].
Review the following content and apply three filters:
1. EXEMPLARY: Keep content that represents a whole class of situations. Collapse multiple similar examples into one.
2. REPRESENTATIVE: Keep only content the learner will encounter in their actual job. Remove textbook definitions they won't use.
3. TRANSFERABLE: Keep principles and mental models. Remove procedures that only work in one specific situation.
Output:
- The 3 essential concepts/principles (maximum) the learner must internalize
- The single most representative example
- A list of what to cut and why
- What belongs in a reference document, not in training
- One learning objective using an action verb
[PASTE YOUR RAW CONTENT HERE]
