Make a Prediction Together

Worked classroom example

Science

Worked example

Partners inspect a force diagram and predict how changing the forward force could affect acceleration. They state that mass and the opposing force are held constant.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Give each learner private time to predict from the same evidence.
2. Partners state predictions with a reason, then compare assumptions or conditions.
3. Agree a joint prediction with a stated condition; each learner explains it independently.

Try it in your next lesson

Prepare

Use a new scenario. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Give each learner private time to predict from the same evidence.

Check independent transfer

Agree a joint prediction with a stated condition; each learner explains it independently.

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

Where do your predictions agree, and what condition must stay the same?

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.