# Make an own help-desk guide

Choose a fictional reader and one ordinary source case. Leave them a guide they could use to decide **what to check next**. The outcome may be a three-panel page, a table-plus-note, a directed tactile layout, a spoken/signed/AAC explanation with an exact record, or a typed guide. No public audience or publishing account is required.

## Complete job

1. Name reader, decision/question and exact source.
2. Use two accurate details, with units, start/end, sample and period where relevant. Show the height-change working and a separate alive-count statement for O2/O4.
3. Create a representation that serves your question: table, labelled graph, count groups, condition map or decision sequence.
4. State one source/method limit without inventing missing values or cause.
5. Give one specific feasible next enquiry/plan for adult review.
6. Keep a first version. Re-read or invite a willing reader to find the next step; revise one actual part and explain why. If no revision occurs, write a reason for keeping it. Actual audience interaction is separately recorded, not inferred.

## Descriptive project feedback

**Ready to use for this fictional job:** details and representation agree; growth/survival are distinct; source/time/sample and unknowns are visible; next step follows the problem; an actual edit or justified keep is documented for the selected reader.

**One more check:** useful idea, but a unit, denominator, reference point, limit or next step is missing/ambiguous. Point to that component and request it; do not rewrite the guide for the learner.

**Model and try a new ordinary example:** final height is called growth, missing is set to zero, plan is called observed, or cause/action is claimed without evidence. Model just the failed component with different ordinary values, then invite a new own try. No grade or whole-course verdict is attached.

## Neutral ordinary job record

```text
MY CHOSEN JOB / READER: ___________________________________
SOURCE / LIVING THING / SAMPLE / PERIOD: ___________________
QUESTION / CRITERION: ____________________________________
NUMBER WORK / UNIT / REPRESENTATION: ______________________
GROWTH MEASURE: ___________________________________________
ALIVE-AT-CHECK MEASURE (or not supplied): __________________
WHAT THE SOURCE SHOWS: ____________________________________
WHAT IT LEAVES UNKNOWN: ___________________________________
MY OWN NEXT QUESTION / REVIEWED PLAN: ______________________
FIRST VERSION / LATER VERSION / KEEP OR EDIT REASON: _______
WHAT I ACTUALLY DID / WHAT WAS SUPPLIED OR ONLY PLANNED: ___
```

## Optional equipment record · never pre-filled

```text
PAPER MODEL OR APPROVED NON-INVASIVE OBJECT: ________________
PERMISSION / ADULT REVIEW / DATE (if needed): ______________
INSTRUMENT / SCALE / REFERENCE POINT / UNIT: _______________
READING 1: ______  READING 2: ______  READING 3: ______
ACTUAL CHECK TIME / DEVIATION / POSSIBLE ERROR: ____________
IF NOT RUN, WRITE “NOT OBSERVED”: _________________________
```

Using supplied model lengths does not establish equipment use. Measuring a paper stem does not establish a plant-growth investigation or fieldwork. Mark actual learner operation, child-directed helper operation and supplied values separately.

## Educator neutral capture

Record day/task component, first or later, response mode, exact learner contribution, access support, any content hint, specific strength, one next teaching move and an unelicited component. Use a school-local identifier privately; no names/diagnoses/home circumstances are needed in the public source. A lack of materials or a choice not to handle something is not an attainment deficit.