Build on a Different View

Worked classroom example

English

Worked example

“I see why you read the choice as generous. The later comment suggests it may also be strategic, so both motives could be present.”

Teaching sequence

1. Prepare two short quotations supporting different readings of a character. Introduce build on a different view with one clear success criterion: acknowledge a different interpretation, add a distinct piece of evidence and explain whether it changes or qualifies the first view.
2. Model one short example from two interpretations of a character’s choice. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of English content. Use the prompt “Which evidence makes you keep, change or qualify your first view?” to check whether their language matches their evidence.
4. Collect one independent response. Notice whether learners engage with the partner’s idea and give relevant evidence. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Acknowledge a different interpretation, add a distinct piece of evidence and explain whether it changes or qualifies the first view.

Independent check

Notice whether learners engage with the partner’s idea and give relevant evidence.

Scaffold built into this activity: Less scaffold

Offer agree / add / qualify stems and two quotations to choose from.

Teacher language

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

Offer agree / add / qualify stems and two quotations to choose from.

Greater independence

Use an unfamiliar text and invite learners to challenge both interpretations.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.