Check what learners will do before the task begins.
Science: after “Measure 20 mL and record the starting temperature”, ask learners to point to the measuring equipment and explain what they will record first.
Identify the first action and an essential condition in the instructions.
Give the instruction once with necessary visual support.
Ask learners to show or restate the first action.
Check quantities, sequence and safety conditions before work begins.
Clarify the missing detail and check again with a different learner.
Remove the displayed sequence when learners can restate it accurately.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Identify the first action and an essential condition in the instructions.
Give the instruction once with necessary visual support. Ask learners to show or restate the first action.
Look for an accurate demonstration rather than agreement or a chorus of yes.
Remove the displayed sequence when learners can restate it accurately.
Look for an accurate demonstration rather than agreement or a chorus of yes.
Adapt these prompts to the task and your learners.
Our purpose is: Check what learners will do before the task begins.
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: ask learners to show the first plotted coordinate.
Humanities: ask learners to locate the source and the evidence they will select.
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 an instruction to measure 20 mL and record the starting temperature, ask for the first action.
First I measure 20 mL using the measuring equipment; then I record the initial temperature and unit.
Ask learners to demonstrate or explain the first action before beginning the task.
After a source task instruction, ask learners to locate the source and name the evidence needed.
I will use one detail from each source to support a comparison.
Ask learners to demonstrate or explain the first action before beginning the task.
After an interpretation instruction, ask learners to explain what the response must contain.
I need a claim, a short quotation and an explanation of how the words support the claim.
Ask learners to demonstrate or explain the first action before beginning the task.
After a plotting instruction, ask learners to identify the first coordinate.
For the point (2, 5), I move to x = 2 and then y = 5 using the labelled scales.
Ask learners to demonstrate or explain the first action before beginning the task.