Explain to Two Audiences
Change spoken delivery while keeping the concept.
Worked classroom example
Across subjects
Describe evaporation to a science peer and to a younger learner. Retain that it occurs at a liquid’s surface and can happen below boiling temperature.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Plan the central meaning and a useful example.
- Explain to a knowledgeable peer.
- Explain to a listener unfamiliar with the terms.
- Ask each listener which part became clearer and check accuracy.
Materials and purpose
one concept and two audience descriptions
Use a precise language move to make subject understanding visible, then check it on fresh content.
Try it in your next lesson
Prepare
Use one concept and two audience descriptions. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Change spoken delivery while keeping the concept.
Check independent transfer
Invite a new audience and review whether the explanation remains accurate.
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 term needs explaining for this listener?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
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
Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. 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.