• Concepts

• Similarities and differences

• Cause and effect

• Purposes

• Processes

Keys  -

The keys in an explanation are critical to understanding. They may include an example or analogy, a component concept, an idea or generalisation. An explanation will often have a series of linked keys and identifying and sequencing them is important in planning explanations. The keys will often be the core of the summary.

The ‘tease’ or hook - Explanations benefit from a start that grabs interest and attention.

Use of voice and body – There are many ways in which intonation and body language can be used to emphasise certain points. The voice can be monotonous and dull, or varied and engaging. The hands can be used to point, gesture and emphasise, but small inclinations of the body can also be important.

Signposts –

Parts of the explanation can be signaled with such phrases as ‘what is really important to understand…’, or ‘we are going to go through the three stages in the process; first …’ or ‘to summarise what we have been talking about’.

Props – A picture (perhaps from an ICT source), a concrete object or a demonstration can add to the power of an explanation as it captures attention and focuses pupils’ minds. For example, a balloon is a wonderful resource in geography for explaining pressure differences.

Humour - Humour helps to keep attention and may help some things stick. If explaining how to throw a ball up in the air to serve in tennis, you could add that you do not throw the ball up miles – you do not want it to down with ice on!. This adds something to an otherwise pedestrian remark.

Examples and non-examples –

Examples are crucial in explanations, especially in establishing understanding of concepts or principles. Non-examples can be as important in establishing the boundary of an idea or concept. So in explaining what an insect is, using the example of an ant and a bee will be important (perhaps with a visual aid), but so will the use spiders as a non-example. There are several possible patterns in explanation:

Example, example, rule/definition;

Example, rule/definition, example;

Rule/definition, example, example.

Connections to pupils’ experience

Explanations rely primarily on providing either a first-hand experience for pupils as a basis for understanding or an opportunity to use their existing knowledge. Using some common experience or knowledge can be a vital building block in an explanation. For example, in Design & technology, pupils could be asked, ‘Have you ever sat in an uncomfortable chair?’, as part of an explaining the evaluation of design products.

Questions

As a general rule, asking truly open questions during an explanation often slows the explanation and takes it off course. Open questions have any number of acceptable answers and you cannot predict where the pupil response will take you. If you have planned an explanation with several important keys, dealing with tangential answers can be distracting. However, an open question may be appropriate if you are explaining a very important issue or concept over a longer period.

Concepts: Use props, examples and non-examples that will be familiar to pupils.

Similarities and Differences: Use Venn diagrams to show what is similar in overlapped parts and different in separate parts.

Cause and effect: Work out a clear sequence of linked points in a linear causal explanation. Use a concept map to show how a number of factors interrelate in more complicated explanations, for example the causes of the First World War.

Purposes: Make connections to pupil’s experience to help explain the purpose of a piece of work. For example, how health and safety principles in a workshop apply equally well to organising most sports.