RTT Instructor Overview
This document provides a high‑level teaching guide for RTT/1–3.
It explains the instructional purpose of each level and how they build
toward student‑created RTT modules.
Teaching Goals#
RTT is designed to give students a structured way to describe change, pattern, and multi‑layer behavior without requiring mathematics or physics. The three levels introduce complexity gradually.
RTT/1 — Operators (Foundational Grammar)#
Teaching focus:
- Students learn the basic temporal actions: shift, hold, compare.
- Emphasize clarity and sequence.
- Encourage students to narrate changes in simple systems.
Instructor notes:
- RTT/1 is about movement between states.
- Students should practice describing transitions in stories, processes, or simple systems.
RTT/2 — Regimes (Pattern Recognition)#
Teaching focus:
- Students learn to classify system behavior into stable, transitional, and divergent regimes.
- Emphasize pattern recognition and mode shifts.
Instructor notes:
- RTT/2 is about how behavior changes, not just when.
- Encourage students to identify regime boundaries and justify them.
RTT/3 — Coherence Layers (Depth of Analysis)#
Teaching focus:
- Students learn to separate surface behavior, structural rules, and resonance tendencies.
- Emphasize multi‑layer reasoning.
Instructor notes:
- RTT/3 is about depth, not complexity.
- Students should practice mapping how layers influence each other.
Putting It All Together#
By the end of RTT/3, students can:
- describe temporal change (RTT/1)
- classify behavior modes (RTT/2)
- analyze multi‑layer interactions (RTT/3)
- build agent‑readable modules using module.json
This completes the student foundation for TriadicFrameworks.