Understand the skill
A process explanation succeeds when someone can carry out the task, not merely repeat your words. Begin with the goal and necessary materials or knowledge. Put actions in an order that respects dependencies: a later step may only work after an earlier condition is met. Describe the starting state before asking someone to change it.
More context and nuance
Use precise verbs and include checks at points where mistakes are likely. Separate essential steps from optional improvements. Test the explanation with a listener who does not already know the process. If they get stuck, investigate the missing information rather than assuming they were inattentive.
Help the listener follow the order
- 01Start
Name the starting situation.
- 02Change
Show the action or turning point.
- 03Result
Explain what follows from that change.
A method you can use
State the goal and starting conditions.
Order actions and include useful checks.
Test with a listener and repair missing steps.
Compare two attempts
Attempt A
Fold it, put that there, and finish the model.
Attempt B
Place the paper flat with the colored side down. Fold the bottom edge to meet the top edge. Check that the corners line up before pressing the fold.
Which attempt addresses the lesson’s stated communication goal more clearly?
- Both attempts address the stated goal equally well
- Attempt B
- Attempt A
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
Place the paper flat with the colored side down. Fold the bottom edge to meet the top edge. Check that the corners line up before pressing the fold. The revision identifies the object, its starting position, the action, and a visible check. The listener no longer has to guess what the gestures refer to.
A common difficulty and its repair
Watch for
Leaving out a step because it feels obvious to you.
Try instead
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Practice at your level
Grade bands suggest a starting point. Move between them to suit the learner, task, and support available.
Grades K–2
An example assignment
Explain how to put away three play materials. Have a partner follow your order.
Look for: Use names and actions rather than ‘that’ and ‘there’.
Two practice contexts
- Explain how to organize a pretend picnic.
- Describe building a three-block pattern.
Context 1
Explain how to organize a pretend picnic.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- State the goal and starting conditions.
- Repeat the known difficulty without changing the approach.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
State the goal and starting conditions. Use names and actions rather than ‘that’ and ‘there’.
Context 2
Describe building a three-block pattern.
Which next step follows this lesson’s method for the supplied context?
- Order actions and include useful checks.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
Order actions and include useful checks. Use names and actions rather than ‘that’ and ‘there’.
Grades 3–5
An example assignment
Write instructions for a paper model and ask someone to try them without a demonstration.
Look for: Repair the first point where they hesitate.
Two practice contexts
- Teach a paper-folding sequence.
- Explain the rules for starting a board game.
Context 1
Teach a paper-folding sequence.
Which next step follows this lesson’s method for the supplied context?
- State the goal and starting conditions.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
State the goal and starting conditions. Repair the first point where they hesitate.
Context 2
Explain the rules for starting a board game.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Order actions and include useful checks.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
Order actions and include useful checks. Repair the first point where they hesitate.
Grades 6–8
An example assignment
Explain a multi-stage science procedure using sample materials; include a check before each dependent step.
Look for: Distinguish required actions from optional tips.
Two practice contexts
- Describe a sample investigation procedure.
- Explain how to organize a shared project folder.
Context 1
Describe a sample investigation procedure.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- State the goal and starting conditions.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
State the goal and starting conditions. Distinguish required actions from optional tips.
Context 2
Explain how to organize a shared project folder.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- Order actions and include useful checks.
- Repeat the known difficulty without changing the approach.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
Order actions and include useful checks. Distinguish required actions from optional tips.
Grades 9–12
An example assignment
Teach a unfamiliar workflow, noting prerequisites, decision points, and recovery from a common error.
Look for: The explanation supports action and troubleshooting.
Two practice contexts
- Teach a hypothetical application workflow.
- Explain a process with two possible branches.
Context 1
Teach a hypothetical application workflow.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- State the goal and starting conditions.
- Repeat the known difficulty without changing the approach.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
State the goal and starting conditions. The explanation supports action and troubleshooting.
Context 2
Explain a process with two possible branches.
Which next step follows this lesson’s method for the supplied context?
- Order actions and include useful checks.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Ask a novice to follow the explanation literally and mark every place they need to infer an action.
Show the worked explanation
Order actions and include useful checks. The explanation supports action and troubleshooting.
A planning frame to study
Goal: ____. Before starting: ____. First ____, then ____. Check ____. If ____, do ____.
Use the fixed scenarios in the argument builder to check the role of each part.
Open the fixed-choice argument builderWhat this lesson checks
- The listener knows where to start.
- Steps respect dependencies.
- A check helps detect an error.
The checks use predefined choices about the supplied examples. They do not evaluate an original speech or written response.