Report a Group Decision

Worked classroom example

Science

Worked example

“We chose the wider base because it held the greatest mass in two trials. We rejected the taller design because it tipped earlier.”

Teaching sequence

1. Prepare two designs compared for stability and material use. Introduce report a group decision with one clear success criterion: summarise the group’s chosen option, give the criterion and evidence behind it and report one alternative the group rejected.
2. Model one short example from a group design 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 Science content. Use the prompt “Which shared criterion led the group to this choice?” to check whether their language matches their evidence.
4. Collect one independent response. Ask a listener to restate the decision and criterion without consulting the notes. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Summarise the group’s chosen option, give the criterion and evidence behind it and report one alternative the group rejected.

Independent check

Ask a listener to restate the decision and criterion without consulting the notes.

Scaffold built into this activity: Some scaffold

Use a decision grid and allocate speaker roles so every learner contributes a reason.

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

Use a decision grid and allocate speaker roles so every learner contributes a reason.

Greater independence

Remove the grid and ask the speaker to answer an unscripted question about uncertainty.

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