LS018: Help ladder and academic question stems

Implementation steps

1. Define a simple help ladder (3-5 steps) that students can follow when stuck.
2. Teach the ladder explicitly and model it during a real task (not as a poster only).
3. Create 4-6 academic question stems that force useful information (what I tried, where I am stuck).
4. Practise it with stuck drills where students must use the ladder before any adult support.
5. Review and refine the ladder if students get stuck at the same step repeatedly.
6. Teach help stems as part of classroom language routines and model them before independent work begins.
7. Define when a written help request or low-verbal route can be used to preserve participation and reduce threat.

Classroom routines

• Help ladder example: (1) Re-read the instruction -> (2) Check the model/example -> (3) Use the glossary/word bank -> (4) Ask a peer using a stem -> (5) Ask the teacher with evidence of steps 1-4.
• Keep a visible help box on the board with the ladder and question stems.
• When students ask for help, respond with the ladder language: 'Which step are you on?'
• Use a show-me rule for academic help: students point to what they tried and where it failed.
• Celebrate good help-seeking: 'That question was precise; I can fix it quickly.'
• Use a visible help ladder and point to the current step before giving additional instructions.
• Accept precise written help requests when speech pressure or anxiety blocks oral help-seeking.
• Use a fixed help-check phrase during correction (for example, which step are you on?).

Adaptation guidance

• For anxiety profiles, allow written help requests (post-it or mini form) using the stems.
• For social communication barriers, teach and rehearse a short help script in advance.
• For working-memory barriers, keep the ladder to 3 steps and make it visual.
• For demand-sensitive profiles, use collaborative language ('Let's try step 2 together') to build the habit.
• Pair with assistive access routes where the barrier is output rather than understanding.
• Use literal, short help stems for ASC/ASD and social-communication profiles.
• Reduce the ladder to the smallest useful sequence in high-load lessons or for slow-processing profiles.
• Add a get-out-with-dignity help route that preserves access without public escalation.

Staff language prompts

• I tried ___ and got ___; I think I am stuck because ___.
• Can you check if my first step is right before I continue?
• Which example on the board is most like mine?
• What does the success criteria say I need to include?
• What is the smallest next step I can do in two minutes?
• Which ladder step have you already tried?
• Use the stem and show me exactly where the task stopped working.

Impact checks

• Faster starts and fewer stalled students during independent work.
• Higher quality questions that are quicker for staff to answer.
• More independence and better perseverance with challenging tasks.
• Reduced stuck bottlenecks that slow whole-class progress.
• Track whether precise help stems reduce escalation and public demand conflict during independent tasks.