This step is essential for developing constructs. Inferring necessary conditions for a prediction builds logical, justifiable chains of possible relationships among concepts and generalizations. The teacher selects both positive and negative predictions to examine, records the conditions stated, and seeks a variety of conditions. Often, an introductory remark defining conditions assists students in understanding this unique type of inference. Conditions are anything required for the performance, completeness, or existence of something else.
Conditions are provisions or prerequisites.
Therefore, conditions are very different from reasons. All of the responses we have listed are good, but I am selecting some for the purposes of today's discussion. Extending the predictions and conditions to consequences further from the original situation, students provide more complex and probabilistic ideas than those at the previous step. The teacher helps student recycle the information to clarify the prior attendant conditions and determine the long-term effects related to the content purposes. Thus, the teacher restates selected predictions and the conditions students identified and asks for consequences of these occurrences.