Replace a yes/no comprehension question with evidence of what each learner can actually do.
Instead of “Does everyone understand simplify?”, show 6/8 and ask learners to simplify it and explain why the value stays the same.
Identify one essential action or idea. Prepare a short task that reveals a likely misconception.
Explain or model the idea briefly.
Ask everyone to respond privately using a sketch, choice with a reason, worked step or short explanation.
Scan the responses for a shared misconception and distinguish language difficulty from conceptual difficulty.
Respond to the evidence: model the missing step, clarify a phrase or move on with an extension.
Use a new example without the model. Let learners select a response format when the format is not the learning goal.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Identify one essential action or idea. Prepare a short task that reveals a likely misconception.
Explain or model the idea briefly. Ask everyone to respond privately using a sketch, choice with a reason, worked step or short explanation.
Check all responses before selecting volunteers. If learners choose 3/4 but cannot explain the common factor, revisit the reason behind the procedure.
Use a new example without the model. Let learners select a response format when the format is not the learning goal.
Check all responses before selecting volunteers. If learners choose 3/4 but cannot explain the common factor, revisit the reason behind the procedure.
Adapt these prompts to the task and your learners.
Our purpose is: Replace a yes/no comprehension question with evidence of what each learner can actually do.
Show the step you would take first. What changes, and what stays the same?
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Science: ask for a force diagram with labelled directions before a written explanation.
Humanities: ask learners to select evidence that supports one claim and explain the choice.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Use the task, response and evidence check as a starting point for your curriculum.
Replace “Do you understand?” with a fresh force diagram and a one-sentence exit response.
15 N upwards and 10 N downwards give a resultant of 5 N upwards.
Use the response to separate subtraction errors from misunderstood direction.
Ask for one supported claim and one limitation about a new source.
The letter shows what its author reported, but cannot establish every witness’s experience.
Check whether the limitation refers to this source rather than a stock phrase.
Ask learners to choose a word and explain its possible effect in a new sentence.
“Whispered” suggests a quiet voice and may create a secretive atmosphere.
Distinguish naming a verb from explaining its effect.
Ask learners to compare a new pair of fractions and explain their method.
Five sixths is greater than three quarters because ten twelfths is greater than nine twelfths.
Check the equivalent fractions and the reason for comparing numerators.