EXD.5:4.2 - Give a focused prompt and preserve the first response

Select assistance from the learner’s usable knowledge of this task. A worked model, partial representation, cue or small open prompt can each be appropriate. If an initial unassisted response can change the diagnosis or help, obtain and retain it before giving the solution.

Ask for the relation that matters: “What does your denominator count, and what should it count for this question?” is more diagnostic than “Explain the answer.” Let the learner express a correct relation in their own suitable form.

Where the learner lacks a necessary component, supply that component and make the assistance visible. An unproductive unsupported attempt is not required before every explanation. Human Capability Development’s task and assistance methods supply the broader decision about support and progression.