Teaching the language of reasoning

A weaker class pattern in verbal reasoning can make it harder for pupils to select evidence, connect points and reach a justified conclusion. They may know relevant facts but produce an incomplete explanation because the reasoning expected in the subject has remained implicit.

Teach the language and structure of disciplinary reasoning alongside the content.

Make the relationship between ideas explicit

Select the reasoning pupils must use in the lesson, such as comparison, cause, interpretation, evaluation or justification. Model the language that expresses that relationship.

Examples include:

history: “This source is more useful because... However, its limitation is...”
science: “As the temperature increased, the rate changed because...”
English: “The quotation suggests... This changes our view because...”
maths: “This method is valid because... It is more efficient when...”

Connectives are only useful when they express a real relationship. Because should introduce a reason; however should signal a contrast. Avoid giving a sentence frame that pupils can complete without thinking.

Model a complete explanation

Think aloud while selecting evidence, linking it to the claim and checking whether the conclusion follows. Then remove parts of the model and ask pupils to supply the reasoning.

Where verbal reasoning is slightly weaker, provide the essential language before discussion. Where it is lower, explicitly model how an expert in the subject constructs and reviews a full explanation.

Check for reasoning, not vocabulary alone

Ask pupils to explain why their evidence supports the conclusion. Compare two responses and identify which connection is stronger.

When some pupils need more

This is whole-class teaching of disciplinary reasoning. A pupil who needs a personal response frame, additional rehearsal or repeated checking may require Focused support.