What Does the Diagram Already Tell Them?
Identify which information is already communicated by the assessment diagram and what the learner still has to infer.
Worked model: What Does the Diagram Already Tell Them?
View the illustrated activity card
- 1Identify which information is already communicated by the assessment diagram and what the learner still has to infer
- 2Locate a feature learners can point to
- 3Connect the feature to precise language
- 4Use that language to explain a changed visual, checking each claim against evidence
The assessment diagram labels 15 N upwards and 10 N downwards. The learner need not infer the individual values; they still have to calculate and explain the resultant. Distinguish given information from required reasoning.
Teach the move
Prepare · 5 minutes
Select a meaningful visual and a small number of labels or relationships.
- 1
Identify which information is already communicated by the assessment diagram and what the learner still has to infer.
- 2
Locate a feature learners can point to.
- 3
Connect the feature to precise language.
- 4
Use that language to explain a changed visual, checking each claim against evidence.
EAL upgrade
Remove supplied labels selectively and ask learners to choose their own.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Select a meaningful visual and a small number of labels or relationships.
Identify which information is already communicated by the assessment diagram and what the learner still has to infer. Locate a feature learners can point to.
Change one feature or label and check that the interpretation changes with the evidence.
Remove supplied labels selectively and ask learners to choose their own.
What to look for
Change one feature or label and check that the interpretation changes with the evidence.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Identify which information is already communicated by the assessment diagram and what the learner still has to infer.
Show the relationship and explain the choice you made.
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?
Across subjects
Maths: graph or geometric diagram. Humanities: a map or source image with a stated interpretive limit.
Adjust language support
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.