# Day 76 · One useful teaching invitation

**Flexible start: 25 minutes.** Shorten, split, pause or revisit; no compulsory extra period.

**Today's focus:** Respond to actual first evidence with a targeted invitation while preserving child authorship.

**Short child invitation:** 'Which bit would you like to work on?'

**Prepare:** Use a small actual earlier sample if genuinely available. Otherwise collect one ordinary first contribution now. Do not issue held later cases or model an unseen first case. This everyday studio teaching is not the whole optional check circuit.

## Make it fit today

Use broad existing paper/board and familiar locally suitable tools. An agreeing helper can make on the child's accepted creative directions. Check stable reachable work area, material/tool suitability and ordinary local arrangements first. No cutting, binding, small loose pieces, body task, device, purchase or printing is required. Never move the child's body or communication equipment to complete a work.

Read one prompt at a time; allow established speech, sign, pointing, AAC (augmentative and alternative communication), exact description, wanted scribing, pauses and another sitting. These are choices for anyone, not diagnoses or fixed learning styles. Stop, rest, help, private keeping, changing the job and pass remain available. No name, health, address, family history or identity disclosure is needed.

Child creative decisions, child tool operation, helper operation and adult-added details are separate. Adult fabrication on actual accepted child direction can produce an actual child-authored work; it does not demonstrate child tool handling. Offered words/shapes chosen by the child are supported selections, not silent independent invention. An unmade specification stays a plan. Description access is not independent visual viewing. An imagined action, drawn user or planned message is not an actual event.

## Run the session

1. **Find a real starting sample · 3 min.** Identify actual task, work/plan, child's choice and help. If missing, start a new ordinary mark. A template or a teacher's invented example is not a prior child response.

2. **Choose one teaching need · 4 min.** The educator chooses a single useful invitation: own selection, making a wanted part, relation between parts, or recording event/plan honestly. Do not correct a coherent own meaning, privacy choice or deliberate empty space.

3. **Teach on unrelated ordinary material · 6 min.** If modelling is useful, make an explicitly adult model on a new unrelated subject after first capture. Name whose choices it shows. Return a genuine selection to the child instead of directing a copy or rehearsing a held later source.

4. **Give the decision back · 6 min.** Child makes/directs one wanted contribution, keeps their first version, rejects the model or rests. Receive usual communication and accurately identify additional support. A helper follows accepted directions rather than silently completing the whole work.

5. **Inspect the available result · 4 min.** Ask the short prompt. Record later/assisted evidence separately from the first. No gain claim follows just from more work, a changed task or added support.

6. **Name the actual teaching event · 2 min.** Note the invitation actually delivered, order/date, support and own response/decline. Opening a staff file is not teaching. Hold later checks unless their exact novelty and actual teaching conditions are met.

## Three individually adaptable activity routes

### See an adult model, then choose

After an ordinary first contribution, inspect an explicitly adult example on another topic. Accept, change or reject one idea and make/direct your own contribution; the adult model is not your first work.

**Access/attribution:** One exact description and one neutral invitation can replace a long demonstration.

### Give one helper choice back to me

Identify one feature the helper added independently. Keep its adult attribution, then choose an own new feature/place or reject it. Do not rewrite history as child invention.

**Access/attribution:** Use established communication and enough wait time; offered geometry is labelled support.

### One small next invitation

Use the actual current own sample to choose one tiny next step, or keep it. There is no whole-work correction quota and no unseen later case is revealed.

**Access/attribution:** The child can rest, pass or work privately; unavailable evidence is recorded plainly.

## Look for; teach next

An actual first sample, one delivered teaching invitation and separately attributable later own evidence or decline.

**Next:** If the invitation gave away the decision, offer a new unrelated own choice later; never call a model-copied response independent progress.

**Proposed partial code opportunities:** AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.

[Ordinary learner activities](../LEARNER-CARDS.md).

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