---
name: homework-assignment
description: "สกิลสำหรับ Homework Assignment ใช้เมื่อต้องการแนวทาง ขั้นตอน Template หรือคำแนะนำเชิงปฏิบัติสำหรับงานสร้างคอนเทนต์ บทความ โซเชียล อีเวนต์ การเล่าเรื่อง และการเผยแพร่ ในหัวข้อนี้"
allowed-tools: Read Write Glob
metadata:
  author: matthewhitcham
  version: "1.0"
---

# Homework Assignment

## When to Use This Skill

Use this skill when you need to:
- Create homework or practice assignments for a course or training program
- Design exercises that reinforce specific lessons with hands-on application
- Build assignments with clear grading rubrics and submission guidelines
- Produce practice work that connects theory to real business outcomes

**DO NOT** use this skill for quizzes, exams, or assessments meant to measure competency. This is for practice assignments that deepen learning through application.

---

## Core Principle

HOMEWORK THAT DOES NOT PRODUCE SOMETHING THE LEARNER CAN USE IN THEIR BUSINESS IS BUSY WORK — EVERY ASSIGNMENT MUST END WITH A TANGIBLE DELIVERABLE THEY KEEP.

---

## Phase 1: Brief

### Required Inputs

| Input | What to Ask | Default |
|-------|------------|---------|
| **Lesson topic** | "What lesson or module does this homework reinforce?" | No default — must be provided |
| **Learning objective** | "What should the student be able to do after completing this?" | No default — must be provided |
| **Time to complete** | "How long should this assignment take?" | 30-45 minutes |
| **Submission format** | "How should students submit? (document, screenshot, link, video)" | Written document |
| **Grading** | "Will this be graded, peer-reviewed, or self-checked?" | Self-checked with answer guide |

**GATE: Confirm the brief before building the assignment.**

---

## Phase 2: Design

### Assignment Architecture

Every homework assignment follows this structure:

```
1. CONTEXT (why this matters) — 2-3 sentences connecting to the lesson
2. INSTRUCTIONS (what to do) — numbered steps, crystal clear
3. DELIVERABLE (what to submit) — exactly what the finished work looks like
4. RUBRIC (how it is evaluated) — criteria for good, better, best
5. STRETCH (optional challenge) — for students who want to go deeper
```

### Deliverable Types

Choose the format that best reinforces the skill:
- **Written:** draft, plan, outline, analysis, template fill-in
- **Build:** create a landing page, email sequence, spreadsheet, or system
- **Analyze:** review a case study, audit an existing asset, critique a sample
- **Practice:** role-play a scenario, record a pitch, conduct an interview

**GATE: Present the assignment structure and deliverable type for approval.**

---

## Phase 3: Write

### Assignment Document

```
# Homework Assignment
**Module:** [Module name/number]
**Time:** [Estimated completion time]
**Due:** [Deadline if applicable]

## Why This Matters
[2-3 sentences connecting this exercise to a real business outcome]

## Instructions
1. [Step 1 — specific and actionable]
2. [Step 2]
3. [Step 3]
...

## What to Submit
[Exact description of the deliverable: format, length, what it should include]

## Grading Criteria
| Criteria | Meets Standard | Exceeds Standard |
|----------|---------------|-----------------|
| [Criterion 1] | [What "good" looks like] | [What "great" looks like] |
| [Criterion 2] | [Description] | [Description] |

## Stretch Challenge (Optional)
[Advanced variation for students who finish early or want extra practice]
```

### Instruction Writing Rules

- Number every step
- Start each step with a verb ("Write," "List," "Open," "Create")
- Include specific quantities ("List 5 benefits" not "List some benefits")
- Provide an example of what the finished work looks like
- Specify what NOT to do if common mistakes exist

---

## Phase 4: Polish

### 1. Answer Key or Self-Check Guide

If self-checked, provide:
- A completed example showing what good work looks like
- A checklist students can use to evaluate their own submission
- Common mistakes to watch for

### 2. Instructor Notes (if graded)

```
## Instructor Grading Notes
**Common errors:** [What to watch for]
**Time to grade per submission:** [Estimate]
**Feedback template:** [Copy-paste feedback for common issues]
```

### 3. Assignment Quality Check

```
- [ ] Instructions are specific enough that two students would produce similar deliverables
- [ ] Assignment takes the estimated time (not 2x longer)
- [ ] Deliverable is something the student can use in their business
- [ ] Grading criteria are objective and measurable
- [ ] Stretch challenge adds depth, not just more of the same work
```

---

## Example 1: Email Marketing Module Homework

```
# Homework Assignment

## Instructions
1. Open the welcome sequence template provided in Module 3
2. Write Email 1: Deliver the lead magnet + set expectations (150-200 words)
3. Write Email 2: Share a relevant personal story that builds trust (200-250 words)
4. Write Email 3: Present your core offer with a clear CTA (150-200 words)
5. Add subject lines for all three emails

## What to Submit
A single document with all 3 emails, including subject lines. Total word count: 500-650.
```

## Example 2: Pricing Strategy Module Homework

```
# Homework Assignment

## Instructions
1. List your top 3 costs to deliver the service (use the cost worksheet from Module 5)
2. Research 3 competitors' pricing using the provided comparison template
3. Calculate your price using the value-based formula from the lesson
4. Write a 2-sentence justification for your price
```

---

## Anti-Patterns

- **Vague instructions** — "Write something about your brand" produces garbage. Specify topic, length, format, and audience.
- **No real-world connection** — exercises that feel academic get skipped. Tie every assignment to the student's actual business.
- **Assignments longer than the lesson** — homework should reinforce, not double the time commitment.
- **No example of done** — students need to see what good looks like before they start.
- **Grading without rubric** — subjective feedback feels arbitrary. Provide clear criteria.
- **All writing, no variety** — mix formats. Some assignments should be building, analyzing, or practicing.

---

## Recovery

- **User cannot articulate the learning objective:** Ask "After this lesson, what should the student be able to do that they could not do before?" The answer IS the assignment.
- **Assignment scope too large:** Break it into two smaller assignments or remove the stretch challenge and simplify the core task.
- **User wants ungraded homework:** Provide a self-check rubric and a completed example. Accountability comes from seeing the gap between their work and the example.
- **Students consistently fail the assignment:** The lesson likely has a gap, not the homework. Review prerequisites.
