Information Gap Map

Worked classroom example

Geography

Worked example

For Information Gap Map in Geography, use a shared prompt about coastal erosion. Ask learners to one learner describes the relevant feature or route without pointing; the partner listens, reconstructs it and asks one clarifying question. The listener paraphrases the key idea and asks for one reason or example; switch roles and check that each learner can explain independently.

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 partners different but complementary information, keeping each sheet private. Set a shared outcome they can reach only by talking.
2. Partner A describes their information; Partner B asks for clarification and records it. Swap roles, then combine the information.
3. Check the joint answer against both sources and ask which question helped resolve uncertainty.

Try it in your next lesson

Prepare

Use two incomplete maps. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Assign partners roles: explainer and checker. Use two incomplete maps; the checker paraphrases the idea before asking a question. Swap.

Check independent transfer

Check the joint answer against both sources and ask which question helped resolve uncertainty.

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

What reason or evidence would help your partner follow that idea?

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.