Handbook-informed classroom practice
Disagree with a Shared Criterion
Challenge an idea while keeping discussion collaborative.
A completed model
“I agree the gate is visible, but it is not supervised at lunchtime. If supervision is our criterion, the cafeteria may be more suitable.”
The gate is visible
Not supervised at lunch
Safe supervision
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Model agreement with one valid point in a proposal.
- State the shared criterion before challenging the conclusion.
- Add a specific reason rather than judging the speaker.
- Invite the partner to respond or revise the criterion.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Use a fresh school decision and listen for evidence-based disagreement without a supplied frame.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which part of the idea can you recognise before challenging it?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.