Listen, Then Build
Each learner must paraphrase the previous contribution before adding a new idea or question.
Worked classroom example
Design technology
Choose and justify a material for a prototype by building on earlier suggestions.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Set a problem and assign a first speaker, paraphraser and questioner.
- Rotate roles after each contribution; require a short accurate paraphrase.
- Review which questions moved the group towards a solution.
Materials and purpose
a group problem with rotating roles
Paraphrasing before adding helps learners respond to each other rather than deliver separate monologues.
Try it in your next lesson
Prepare
Use a group problem with rotating roles. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Each learner must paraphrase the previous contribution before adding a new idea or question.
Check independent transfer
Review which questions moved the group towards a solution.
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 idea from the previous speaker did you carry forward?
“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.