Help learners see how an answer earns its meaning and quality, then transfer those moves to a fresh response.
Question: Why did the plant in brighter light grow more? Model: “The plant received more light, which increased photosynthesis when other conditions were suitable. This produced more material for growth.” Compare with: “It grew more because it had more light.”
Choose a short model matched to the task and criteria. Prepare a weaker version with one important element missing.
Read the question first and identify the thinking and language it requires.
Read the model for meaning before highlighting anything.
Annotate what each part does: answer, evidence, explanation or qualification. Compare with the weaker version.
Close the model and write a response to a new question using the same useful moves.
Remove colour coding and labels. Ask learners to evaluate their own answer using the question and criteria.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose a short model matched to the task and criteria. Prepare a weaker version with one important element missing.
Read the question first and identify the thinking and language it requires. Read the model for meaning before highlighting anything.
Check the fresh response for the explanatory mechanism. A learner who copies the model accurately has not yet demonstrated transfer.
Remove colour coding and labels. Ask learners to evaluate their own answer using the question and criteria.
Check the fresh response for the explanatory mechanism. A learner who copies the model accurately has not yet demonstrated transfer.
Adapt these prompts to the task and your learners.
Our purpose is: Help learners see how an answer earns its meaning and quality, then transfer those moves to a fresh response.
Which words explain the mechanism? What does the shorter answer leave for the reader to guess?
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?
History: distinguish a claim from evidence and an explanation of significance.
Maths: compare a correct result with a solution that also makes its reasoning clear.
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.
Annotate a model explanation of balanced forces: claim, diagram evidence and qualification.
Equal opposite forces give zero resultant force, but the diagram alone does not establish whether the object is stationary.
Remove the model and ask for an explanation of unequal forces.
Annotate a model paragraph about a source’s purpose and limits.
The direct address and patriotic slogan support a persuasive purpose; they do not establish everyone’s response.
Ask learners to identify the evidence and the exact limit on the claim.
Annotate where a model interpretation moves from quotation to an explanation of effect.
The repeated “alone” keeps returning attention to isolation, making loneliness seem persistent.
Ask why the interpretation needs the quoted detail.
Annotate a model solution comparing fractions: equivalent forms, comparison and conclusion.
Three quarters is nine twelfths and two thirds is eight twelfths; therefore three quarters is greater.
Use a new pair and check the reason for finding equivalent fractions.