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Yeachan-HeoYeachan-Heo/oh-my-claudecode/skills/teach/SKILL.md

teach

Skill41k starsChanged 5 days agoMITView on GitHub

Explain a subsystem to a learner by composing how and why — the walkthrough cited to code, the decisions that shaped it, paced with a prediction check. For onboarding and knowledge transfer.

193 other projects use a version of this.

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Talked about on GitHub, YouTube, Bluesky and the web (84 times).

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Used with

Projects with it also use setup-pstack, principle-explain-the-number and 10 more.

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Files found in the same public projects as a version of this one, more often than they turn up anywhere else. Each project counts once, large collections count for less, and this file's own repository is left out.
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The file

We split this skill into the rules it gives an agent

2 rules. 0 are common, 2 are distinctive, and 0 are very specific to this project.

  • 0

    Common

    Most of the 160 edited versions we read keep these.

  • 2

    Distinctive

    This author's own choices. Worth a look.

  • 0

    Very specific

    Tied to their project's names, files or tools. Probably skip.

  • Common
  • Distinctive
  • Very specific
  1. Distinctive:

    Check the landing: ask the learner to predict one behavior — "if X happens, what does the subsystem do?" A correct prediction ends the …

    line 28
  2. Distinctive:

    Stop when the learner can predict behavior — completeness is not the goal, transfer is.

    line 38

“Common” is measured: kept by at least 6 in 10 of the 160 edited versions of this file we could read. “Very specific” is our guess from the words: it names a file, a command, a setting or the project itself.

Keep what fits and drop the rest. Your version, ready for your agents.
Files
SKILL.md

Teach

Teaching is how and why composed for a learner: what the subsystem does and the reasons it is shaped that way, in an order a person can absorb.

Workflow

  1. Ask the learner's baseline: one question — familiar with the domain, the language, or neither. Size the explanation to the answer.
  2. How first (how skill): the walkthrough, entry to exit, cited to file:line, at the depth the baseline supports.
  3. Then why (why skill): the 2-4 decisions that shaped it, each with its evidence and the alternative it beat. Human rulings quoted verbatim.
  4. Check the landing: ask the learner to predict one behavior — "if X happens, what does the subsystem do?" A correct prediction ends the lesson; a wrong one names the layer to redo. The check is for pacing, not grading.

Rules

  • One new concept per paragraph; jargon defined at first use in one clause.
  • Cite code for behavior, cite records for reasons; label anything you inferred.
  • Stop when the learner can predict behavior — completeness is not the goal, transfer is.

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