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From thinking-frameworks-skills
Creates evidence-based learning plans using spaced repetition, retrieval practice, interleaving, and elaboration. Guides goal definition, material breakdown, review scheduling, and progress tracking.
npx claudepluginhub lyndonkl/claude --plugin thinking-frameworks-skillsHow this skill is triggered — by the user, by Claude, or both
Slash command
/thinking-frameworks-skills:memory-retrieval-learningThe summary Claude sees in its skill listing — used to decide when to auto-load this skill
- [Workflow](#workflow)
Designs a study system using expanding intervals (e.g., Day 1→2→4→8) to maximize long-term retention with minimum time investment.
Selects evidence-based study strategies matched to material type, learning goals, and student habits. Use when advising on revision techniques or independent study approaches.
Generates researched, module-based learning plans for technical or general topics. Saves plans and quiz progress to ~/.claude/learning/ directories. Resumes existing plans with status.
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Copy this checklist and track your progress:
Learning Plan Progress:
- [ ] Step 1: Define learning goals and timeline
- [ ] Step 2: Break down material and create schedule
- [ ] Step 3: Design retrieval practice methods
- [ ] Step 4: Execute daily learning sessions
- [ ] Step 5: Track progress and adjust
Step 1: Define learning goals and timeline
Clarify what needs to be learned, by when, and how much time is available daily. Identify success criteria (pass exam, demonstrate skill, etc). Use resources/template.md to structure your plan.
Step 2: Break down material and create schedule
Chunk material into learnable units. Calculate spaced repetition schedule based on timeline. Plan initial learning + review cycles. For complex schedules or long timelines (6+ months), see resources/methodology.md for advanced scheduling techniques.
Step 3: Design retrieval practice methods
Create active recall mechanisms: flashcards, practice problems, mock tests, self-quizzing. Avoid passive techniques (highlighting, re-reading). See Common Patterns for domain-specific approaches.
Step 4: Execute daily learning sessions
Follow the schedule: new material in morning (peak alertness), reviews in afternoon/evening. Use retrieval practice consistently. Log what's difficult for extra review. For advanced techniques like interleaving or desirable difficulties, see resources/methodology.md.
Step 5: Track progress and adjust
Measure retention with self-tests. Adjust review frequency based on performance (struggle more = review sooner). Update schedule as needed. Validate using resources/evaluators/rubric_memory_retrieval_learning.json.
Exam Preparation (3-6 months):
Language Learning (ongoing):
Technology/Job Skill (3-12 weeks):
Medical/Technical Procedures:
Bulk Memorization (facts, dates, lists):
Avoid Common Mistakes:
Realistic Expectations:
Time Management:
When to Seek Help:
Resources:
resources/template.md - Learning plan template with schedulingresources/methodology.md - Advanced techniques for complex learning goalsresources/evaluators/rubric_memory_retrieval_learning.json - Quality criteriaOutput:
memory-retrieval-learning.md in current directorySuccess Criteria:
Evidence-Based Techniques: