Explain a concept precisely enough for someone else to identify it.
Science: describe evaporation without saying liquid or gas: “It happens at the surface; a puddle can shrink even below boiling temperature.”
Choose known subject terms and two obvious clue words to exclude for each.
Model explaining a word without saying it or the prohibited clues.
Pairs take turns describing and guessing.
Ask the guesser to explain which clue was decisive.
Finish with a precise definition and correct any misleading clues.
Remove prohibition lists and ask for an accurate definition for an unfamiliar listener.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose known subject terms and two obvious clue words to exclude for each.
Model explaining a word without saying it or the prohibited clues. Pairs take turns describing and guessing.
Does the explanation distinguish evaporation from boiling rather than only trigger a guess?
Remove prohibition lists and ask for an accurate definition for an unfamiliar listener.
Does the explanation distinguish evaporation from boiling rather than only trigger a guess?
Adapt these prompts to the task and your learners.
Our purpose is: Explain a concept precisely enough for someone else to identify it.
Which detail supports your explanation? Show me how you know.
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?
Maths: explain denominator without “bottom” or “fraction”.
Humanities: describe a primary source without “first” or “original”.
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.
Explain evaporation without using disappear, boil or heat.
Particles escape from the surface of a liquid into the gas state.
Check the explanation for a state change rather than loss of matter.
Explain a primary source without using old, original or history.
It was created during the period being investigated and gives evidence from that context.
Ask what question the source could help answer.
Explain metaphor without using like, comparison or simile.
The writer describes one thing as another to invite a connection between them.
Ask for a fresh example to check the concept.
Explain gradient without using steep, slope or line.
It is the change in y divided by the corresponding change in x.
Ask learners to calculate it from two points rather than repeat a definition.