Lesson learned
Skill ulpi-io/plugin-marketplace/plugins/softaworks/skills/lesson-learned
A curated collection of 7,800+ agent skills for Claude Desktop, sourced from skills.sh
npx -y skills add ulpi-io/plugin-marketplace --skill lesson-learnedAssembled from the repository path, not quoted from the project. Check it against their README if it does not work.
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What its author says it does
Copied from the file, not written here
Analyze recent code changes via git history and extract software engineering lessons. Use when the user asks 'what is the lesson here?', 'what can I learn from this?', 'engineering takeaway', 'what did I just learn?', 'reflect on this code', or wants to extract principles from recent work.
SKILL.md
4.6 KB, ~1.0k tokens by cl100k_base, as published. Nobody here has run it
Lesson Learned
Extract specific, grounded software engineering lessons from actual code changes. Not a lecture -- a mirror. Show the user what their code already demonstrates.
Before You Begin
Load the principles reference first.
- Read
references/se-principles.mdto have the principle catalog available - Optionally read
references/anti-patterns.mdif you suspect the changes include areas for improvement - Determine the scope of analysis (see Phase 1)
Do not proceed until you've loaded at least se-principles.md.
Phase 1: Determine Scope
Ask the user or infer from context what to analyze.
| Scope | Git Commands | When to Use |
|---|---|---|
| Feature branch | git log main..HEAD --oneline + git diff main...HEAD | User is on a non-main branch (default) |
| Last N commits | git log --oneline -N + git diff HEAD~N..HEAD | User specifies a range, or on main (default N=5) |
| Specific commit | git show <sha> | User references a specific commit |
| Working changes | git diff + git diff --cached | User says "what about these changes?" before committing |
Default behavior:
- If on a feature branch: analyze branch commits vs main
- If on main: analyze the last 5 commits
- If the user provides a different scope, use that
Phase 2: Gather Changes
- Run
git logwith the determined scope to get the commit list and messages - Run
git difffor the full diff of the scope - If the diff is large (>500 lines), use
git diff --statfirst, then selectively read the top 3-5 most-changed files - Read commit messages carefully -- they contain intent that raw diffs miss
- Only read changed files. Do not read the entire repo.
Phase 3: Analyze
Identify the dominant pattern -- the single most instructive thing about these changes.
Look for:
- Structural decisions -- How was the code organized? Why those boundaries?
- Trade-offs made -- What was gained vs. sacrificed? (readability vs. performance, DRY vs. clarity, speed vs. correctness)
- Problems solved -- What was the before/after? What made the "after" better?
- Missed opportunities -- Where could the code improve? (present gently as "next time, consider...")
Map findings to specific principles from references/se-principles.md. Be specific -- quote actual code, reference actual file names and line changes.
Phase 4: Present the Lesson
Use this template:
## Lesson: [Principle Name]
**What happened in the code:**
[2-3 sentences describing the specific change, referencing files and commits]
**The principle at work:**
[1-2 sentences explaining the SE principle]
**Why it matters:**
[1-2 sentences on the practical consequence -- what would go wrong without this, or what goes right because of it]
**Takeaway for next time:**
[One concrete, actionable sentence the user can apply to future work]
If there is a second lesson worth noting (maximum 2 additional):
---
### Also worth noting: [Principle Name]
**In the code:** [1 sentence]
**The principle:** [1 sentence]
**Takeaway:** [1 sentence]
What NOT to Do
| Avoid | Why | Instead |
|---|---|---|
| Listing every principle that vaguely applies | Overwhelming and generic | Pick the 1-2 most relevant |
| Analyzing files that were not changed | Scope creep | Stick to the diff |
| Ignoring commit messages | They contain intent that diffs miss | Read them as primary context |
| Abstract advice disconnected from the code | Not actionable | Always reference specific files/lines |
| Negative-only feedback | Demoralizing | Lead with what works, then suggest improvements |
| More than 3 lessons | Dilutes the insight | One well-grounded lesson beats seven vague ones |
Conversation Style
- Reflective, not prescriptive. Use the user's own code as primary evidence.
- Never say "you should have..." -- instead use "the approach here shows..." or "next time you face this, consider..."
- If the code is good, say so. Not every lesson is about what went wrong. Recognizing good patterns reinforces them.
- If the changes are trivial (a single config tweak, a typo fix), say so honestly rather than forcing a lesson. "These changes are straightforward -- no deep lesson here, just good housekeeping."
- Be specific. Generic advice is worthless. Every claim must point to a concrete code change.
What ships with it: 3 files
11.2 KB alongside SKILL.md
references/
- anti-patterns.md2.8 KB
- se-principles.md5.7 KB
- README.md2.7 KB
Gives 0 of the 12 instructions most learn study skills give in ~1.0k tokens
Counted across 546 of the 573 authors here whose files we hold, read 2026-08-07
- Calculate the zone of proximal development before teachingin 25 of 546, across 8 files
- Produce self-contained HTML lessonsin 24 of 546, across 8 files
- Record user preferences in a notes filein 23 of 546, across 5 files
- Maintain a teaching workspace in the current directoryin 21 of 546, across 4 files
- Find high-quality resources before writing lessonsin 19 of 546, across 5 files
- Make lessons beautiful, short, and quickly completablein 19 of 546, across 3 files
- Create reusable components for lessonsin 19 of 546, across 5 files
- Create compressed reference documents for quick lookupin 19 of 546, across 3 files
- Update the mission file and records upon mission changesin 16 of 546, across 2 files
- Set min_dist to 0.0 for clustering preprocessingin 16 of 546, across 6 files
- Populate the mission file before teachingin 15 of 546, across 1 file
- Include interactive feedback loops in lessonsin 15 of 546, across 1 file
Grouped from the skills themselves: near-identical wordings counted once, and counted by distinct author, so one author publishing three of these counts once. Length counted with cl100k_base; the agent that loads this file may tokenize it differently.