Move from visible features to relationships and explanation.
Upward: 15 N. Downward: 10 N.
The resultant is 5 N upward.
Science: “The upward force is 15 N.” “It is 5 N greater than the downward force.” “The resultant force is upward, so the object accelerates upward.”
Choose one diagram that supports description, relationship and explanation.
Ask for a sentence describing a visible feature.
Add a sentence connecting two features or quantities.
Write a third sentence explaining the relationship using subject knowledge.
Check which claims come from the diagram and which require additional knowledge.
Remove the sentence roles and ask learners to build a coherent explanation.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose one diagram that supports description, relationship and explanation.
Ask for a sentence describing a visible feature. Add a sentence connecting two features or quantities.
Change the quantities and check all three sentences, including direction and units.
Remove the sentence roles and ask learners to build a coherent explanation.
Change the quantities and check all three sentences, including direction and units.
Adapt these prompts to the task and your learners.
Our purpose is: Move from visible features to relationships and explanation.
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: describe, compare and explain a graph feature.
Humanities: describe a map distribution, identify a pattern and offer a supported explanation.
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 a diagram with 15 N upwards and 10 N downwards: describe, compare, explain.
The upward force is 15 N. It is 5 N greater than the downward force. The resultant is upwards, so the object accelerates upwards.
Change a feature of the representation and ask for three connected sentences that remain accurate.
Use a population map: describe a feature, compare areas and qualify an explanation.
More people live near the coast. The interior is less densely populated. Access to trade may help explain the pattern, but the map alone cannot establish the cause.
Change a feature of the representation and ask for three connected sentences that remain accurate.
Use a scene illustration: observation, relationship, interpretation.
The character stands outside the doorway. The other figures are inside. This separation may suggest exclusion.
Change a feature of the representation and ask for three connected sentences that remain accurate.
Use a graph rising from 2 m at 0 s to 8 m at 3 s.
The distance increases. It rises by 6 m over 3 s. The average speed over the interval is 2 m/s.
Change a feature of the representation and ask for three connected sentences that remain accurate.