Making Predictions Activities

Figuring out what’s coming next – that’s prediction, and it’s a surprisingly big deal in learning. You can absolutely teach students to get better at it, not just guessing, but making informed predictions. It’s about building a knack for reading cues, understanding context, and thinking ahead.

Why Predictions Matter So Much

Predictions aren’t just for fortune tellers or weather forecasters. For students, making predictions is a fundamental part of how they make sense of information. When you encourage students to predict, you’re essentially asking them to actively engage with what they’re seeing, hearing, or reading. It nudges them to look for patterns, connect what they already know to new information, and build expectations. This process makes learning more dynamic and, frankly, more memorable. Think about reading a story: If a student predicts what a character will do next, they’re invested in finding out if they’re right, which keeps them reading and comprehending. The same applies to science: Predicting the outcome of an experiment forces them to consider variables and potential results before they even start. It turns passive reception of information into active construction of understanding.

Building Mental Models

Every prediction a student makes helps them build a mental model of how things work. Whether it’s a concept in math, a historical event, or a character’s motivation, predicting what’s next strengthens their internal representation of that idea. If they predict incorrectly, that’s also valuable feedback, prompting them to revise their model.

The Role in Comprehension

Good comprehension isn’t just about understanding individual words; it’s about understanding the flow and anticipating what’s to come. Predictions train this foresight. When a student struggles with a text, it’s often because they aren’t predicting effectively, they’re just reading word by word.

How to Actually Teach Prediction Skills

Okay, so how do we move from just hoping students predict to actively teaching them how to do it well? It starts with making the process visible and providing structured opportunities. It’s not enough to say, “What do you think will happen next?” We need to unpack how they arrived at that thought.

Pre-reading and Pre-listening Strategies

Before diving into a text or a listening activity, spend time setting the stage. Show students the cover of a book, the title of an article, or show them a picture related to the topic. Ask them what they already know about this subject. Then, prompt them to make a prediction about what they think the text will be about. This isn’t a wild guess; it’s a hypothesis formed from initial clues.

“What do you see hints of?”

Instead of just asking “What’s it about?”, try “Based on this cover image and title, what kind of story do you think this will be? What clues are on the cover that make you think that?” This encourages them to point to specific elements and explain their reasoning.

Connecting to Prior Knowledge

“What do you already know about [topic]? How might that knowledge help you understand what we’re about to read or listen to?” This direct link between familiar information and new content is a powerful prediction tool.

During Reading and Listening

The prediction process doesn’t stop once you’ve started. It’s a continuous loop. Pause regularly and ask students to predict what might happen next. Crucially, guide them to explain why they think that.

“What makes you say that?”

This is the golden question. After a student offers a prediction, follow up with “What in the text/what you’ve heard makes you think that?” This forces them to cite evidence from the material.

Identifying Clues and Patterns

Help students recognize common literary devices or recurring themes. If a character suddenly becomes very quiet and thoughtful, what might be a reasonable prediction about their next action? If a scientific experiment involves mixing two specific liquids, what are common outcomes when those substances interact?

Post-reading and Post-listening

The conclusion of an activity is a perfect time to revisit predictions. Did they happen? Why or why not? This reflection is vital for refining their prediction abilities.

“Were your predictions accurate? Why or why not?”

This isn’t about being right or wrong, but about learning from the outcome. If a prediction was off, explore why the actual outcome differed.

Revising and Adjusting

Encourage students to adjust their understanding of the plot, concept, or event based on what actually happened. This revisitation is key to building more sophisticated prediction skills for the future.

Tech Tools to Boost Prediction Skills

Technology offers some fantastic ways to amplify prediction practice, making it more interactive, immediate, and even fun. These tools can provide visual cues and instant feedback that traditional methods might not.

Interactive Whiteboards and Collaborative Platforms

Many digital platforms allow students to make predictions directly on shared documents or interactive displays. This can be done anonymously or with their names attached, fostering a sense of shared inquiry.

Digital Annotation

Students can highlight text or images that they believe are clues for their predictions. This makes their thinking visible and shareable.

Quick Polls and Quizzes

Tools like Kahoot! or Mentimeter can be used for quick prediction checks. Present students with a scenario and ask them to predict the outcome, then reveal the answer.

Educational Videos and Simulations

Many educational videos are designed with hooks that encourage prediction. Teachers can pause these videos at key moments and ask students to predict what will happen next, using the visual information on screen. Science simulations are even better, allowing students to manipulate variables and then predict outcomes.

“Stop-and-Predict” Moments

When watching a video, deliberately pause at suspenseful or informative points. Ask students to predict the next event, and then have them explain their reasoning by pointing to visual cues from the video.

Digital Storytelling Tools

Tools that allow students to create their own stories or sequences can also be used for prediction practice. They can create a story up to a certain point and then ask their classmates to predict the ending.

Learning Management Systems (LMS)

LMS platforms often have built-in tools for discussions, polls, and assignments that can be tailored for prediction activities. You can create prompts for prediction, collect responses, and then provide feedback.

Online Discussion Forums

Set up forums where students can post their predictions about a reading or a topic, and then engage in discussions with peers about their reasoning.

Free Teacher Idea eBook

Ask the fans at Organized Classroom’s Facebook Page a question, and they always come through with an answer! 

This week’s Collaboration Wednesday question had to do with ideas for how to teach making predictions and inferences. 

This one was always hard for me as a teacher, especially with 2nd and 3rd graders who are transitioning from concrete to abstract learning.

It is so hard to make inferring be concrete.

Of course, fellow teachers never fail to come through with flying colors! 

Enjoy!

~Charity

This post originally appeared at Organized Classroom.