Extend a key word into an explanation that shows understanding.
Gravity.
The ball accelerates downwards because gravity produces a downward resultant force.
Science: “Gravity” becomes “The ball accelerates downwards because gravity produces a downward resultant force.”
Choose a question where a single correct word conceals whether the learner understands the relationship.
Accept the key word as a useful start.
Ask for a reason, evidence or relationship appropriate to the question.
Offer a short opening if needed.
Return with a different example and seek a complete explanation.
Withdraw the opening and invite the learner to choose an appropriate explanation structure.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose a question where a single correct word conceals whether the learner understands the relationship.
Accept the key word as a useful start. Ask for a reason, evidence or relationship appropriate to the question.
Does the learner explain the mechanism rather than repeat the key word?
Withdraw the opening and invite the learner to choose an appropriate explanation structure.
Does the learner explain the mechanism rather than repeat the key word?
Adapt these prompts to the task and your learners.
Our purpose is: Extend a key word into an explanation that shows understanding.
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: after “divide”, ask why division suits the problem.
Humanities: after naming a cause, ask how it contributed to the event.
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.
After the answer “gravity”, ask how it affects the motion of a falling ball.
Gravity produces a downward resultant force, so the ball accelerates downwards.
At this stage ignore air resistance, or discuss how it changes the resultant.
After a learner names “migration”, ask how it contributed to a city’s growth.
People moved into the city for work, increasing the population and demand for housing.
Ask for evidence from the case study rather than assuming this explains every city.
After a learner says “repetition”, ask what repeats and why it matters.
Repeating “alone” draws attention to isolation and may make the loneliness feel persistent.
Look for a link between a specific word and an interpretation.
After “divide”, ask why division fits finding an average speed.
Dividing the change in distance by the time gives the distance travelled per unit of time.
Ask for the calculation with values and units from the task.