In the 30, 15 or even 5 minutes I actually have today, which single task is worth doing?
Ordinary time-management tools answer “what’s on my list today.” SLOT answers the question above. It reads the diagnosis and cuts the remediation plan into pieces that fit — designed for students whose days are full and whose time comes in fragments.
Not “a time-management app” — a personalised plan-execution system.
From a single-institution pilot through to full integration with the diagnostic system. Proprietary technology, not third-party licensed.
Task granularity
Allocated automatically against the gaps in a student’s day. The same knowledge point is practised differently depending on how long the gap is.
Vocabulary recall
The length of one MTR leg. Recognition only, no writing.
Maths variants
Two or three same-type items on one diagnosed ability point.
Writing revision
Revise one marked essay point by point against the marking scheme.
Economics essay drill
One full essay question — needs an uninterrupted block.
Anything over 45 minutes is cut again automatically, or held back for the weekend and the classroom. A task too long for the gap it has to fit becomes “when I have time”, which never arrives.
How a task is cut decides whether it gets done.
These four are the scheduler’s rules. Institutions can tune the parameters on deployment, but we don’t recommend loosening the defaults.
5 to 45 minutes
Under five minutes isn’t enough to form practice; over forty-five doesn’t fit a real gap and gets postponed indefinitely.
One task at a time
No lists. Faced with a long column of unfinished items, a student’s first instinct is to close it, not to start.
Every task carries its own finish line
“Revise classical Chinese” is not a task. “Finish these eight items” is. A vague endpoint means never done.
Bound to the diagnosis, not the syllabus schedule
What gets sent depends on where the student went wrong last time, not on which lesson the class has reached.
Institution edition deliverables
Student task system
Dispatched automatically against daily free slots — one at a time, the next only after the last is done.
Teacher task templates and class management
Tutors build their own templates, apply them across a class, and adjust cadence and weighting.
Completion and procrastination analysis, weekly teacher and parent reports
Separates “did it but didn’t get it” from “keeps postponing”, and links back to bank diagnosis so completion data closes the loop.
Where the data goes once a task is done
SLOT is the last leg of the loop and the point where it starts again. Every completed task updates the Layer 1 ability map.
Read the diagnosis
Pull the currently weakest points and those needing maintenance from the Layer 1 ability map.
Slice and dispatch
Cut into tasks by the four rules and send them one at a time through the Layer 2 chat.
Collect completion data
Record completion, actual time taken and accuracy; surface the “did it but didn’t get it” cases.
Completion and accuracy flow back into the diagnostic layer, updating the ability map and the next round of tasks — the loop keeps running and progress keeps compounding.
What we deliberately don’t build
The two layers upstream
Bring one real student’s timetable and we’ll schedule a day on the spot.
Bring a student’s routine and diagnosed weaknesses to the consultation. We’ll lay out their first week of tasks live, and say which tier to enter at.