EAL IN PRACTICE: What 180 Cards Taught Us
Review the collection by asking which routines produced better access, reasoning and independence for learners.
Worked model: EAL IN PRACTICE: What 180 Cards Taught Us
View the illustrated activity card
- 1Review the collection by asking which routines produced better access, reasoning and independence for learners
- 2Compare responses or participation before and after the routine
- 3Consider other factors and identify what the evidence cannot establish
- 4Retain, adapt or discontinue the support with a clear reason
A learner now links a claim to a data value without the sentence opening. This supports fading that prompt on a similar task; it does not establish independent performance in every genre.
Use the move
Prepare · 10 minutes
Choose one completed teaching sequence and collect before-and-after learner evidence.
- 1
Review the collection by asking which routines produced better access, reasoning and independence for learners.
- 2
Compare responses or participation before and after the routine.
- 3
Consider other factors and identify what the evidence cannot establish.
- 4
Retain, adapt or discontinue the support with a clear reason.
EAL upgrade
Keep the smallest support that remains useful and test transfer to a new task.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one completed teaching sequence and collect before-and-after learner evidence.
Review the collection by asking which routines produced better access, reasoning and independence for learners. Compare responses or participation before and after the routine.
Can the decision be traced to learner evidence rather than enthusiasm for the activity?
Keep the smallest support that remains useful and test transfer to a new task.
What to look for
Can the decision be traced to learner evidence rather than enthusiasm for the activity?
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Review the collection by asking which routines produced better access, reasoning and independence for learners.
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?
Apply in your setting
Review one subject routine, then compare its use in another department before generalising.
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.