Build an Inference Chain
Connect an observation to a possible explanation through an explicit reasoning step, marking where the explanation remains tentative.
Worked classroom example
Science
Observation: bubbles formed when the tablet was added. Inference: a gas may have been produced. The bubbles support the inference, but another test is needed to identify the gas.
Teaching sequence
- Prepare a short practical note with an observation and question. Introduce build an inference chain with one clear success criterion: connect an observation to a possible explanation through an explicit reasoning step, marking where the explanation remains tentative.
- Model one short example from a practical observation. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
- Learners apply the move to a new piece of Science content. Use the prompt “Which part did you observe directly, and which part did you infer?” to check whether their language matches their evidence.
- Collect one independent response. Give learners a new observation and check whether their inference is supported and appropriately cautious. Record one next step and adjust the scaffold to what this response shows.
Try it tomorrow
Connect an observation to a possible explanation through an explicit reasoning step, marking where the explanation remains tentative.
Independent check
Give learners a new observation and check whether their inference is supported and appropriately cautious.
Scaffold built into this activity: Less scaffold
Provide a three-box organiser: observed / this may mean / further check; let pairs rehearse orally.
Teacher language
“Which part did you observe directly, and which part did you infer?”
Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.
Adjust the support
More support
Provide a three-box organiser: observed / this may mean / further check; let pairs rehearse orally.
Greater independence
Offer competing explanations and ask what evidence would distinguish them.
Use the response to choose the next step; the scaffold label describes this activity design, not the learner.