Alternatively you could:
- sit two pupils back to back on chairs;
- give one pupil a small model made of about eight building blocks;
- give the other pupil a box of twenty building blocks pieces including those
in the first model;
- the first pupil explains to the other how to replicate the model – but only
using words, nothing must be shown.
You can make a judgement about how effective these skills are by looking at
the state of the finished product.
Connectives in explanations
One distinct feature of all explanations is structure and knowing which connectives
to use: such as, because, since, in order to, as a result of, and so, therefore, by,
if ... then andthe more the ... the more ... can all help to organise an explanation.
16 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 8: Explaining
© Crown copyright 2004
DfES 0431-2004
Reflection
After the pupils have had an opportunity to try out an explanation, jot down
your thoughts as to how well they seem to have understood how to explain.
How might you guide groups or individuals to improve their explanations in
future?
Task 7
Scaffolding an explanation 15 minutes
- Watch video sequence 8b. Here the teacher asks pupils to explain to each
other how they went about composing a piece of music. How does he
support pupils in structuring their explanations?
- Reflect on the time you have asked pupils to explain ideas. How have you
helped them structure their explanations?
