Dictate a Diagram

Worked classroom example

Design

Worked example

Describe a box with a 15 N upward arrow and a 10 N downward arrow. The listener draws the directions and labels the values before explaining the resultant.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. One partner reads a prepared description of a diagram while the other listens without seeing it.
2. The listener draws and labels the diagram, asking for clarification of a direction, position, value or unit.
3. Reveal the original and compare meaning, then swap roles with a fresh diagram.

Try it in your next lesson

Prepare

Use a labelled image. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

One partner reads a prepared description of a diagram while the other listens without seeing it.

Check independent transfer

Reveal the original and compare meaning, then swap roles with a fresh diagram.

Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.

Teacher language

Teacher language

Which direction or value do you need to confirm before you draw it?

Respond to the learner

Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.

Adjust support and challenge

Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.

Teaching this skill → · Age and language support →

More support

Use shorter chunks, purposeful replay and keyword notes. Retain captions, transcripts or other required access arrangements. Allow familiar-language notes or another response mode when checking subject understanding.

Greater independence

Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.

Choose the next step

If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.