Evidence Circle
Each speaker adds a different piece of evidence or explains how it changes the group’s view.
Worked classroom example
Humanities
Discuss which source best supports a claim about how a place has changed.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Place a claim and evidence cards in the centre of each group.
- Learners take turns selecting one card and explaining its relevance.
- A final speaker summarises the strongest supported view and names a remaining question.
Materials and purpose
one claim and three evidence cards
A shared evidence pool gives each learner a clear contribution to make.
Try it in your next lesson
Prepare
Use one claim and three evidence cards. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Each speaker adds a different piece of evidence or explains how it changes the group’s view.
Check independent transfer
A final speaker summarises the strongest supported view and names a remaining question.
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
How did your evidence add to or change the group’s thinking?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
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.