Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Goal: analyse reader questions and missing evidence in Card B. Say: “Our design guess is not a user interview.”
0–2: Read “usual route”; ask why a newcomer might find it incomplete.
2–7: Model two different questions: which door today; where to start once inside.
7–13: Learners name the confirmed ground-floor entrance and what is not known about diverse users.
13–20: Draft a tentative need statement and a respectful question for future user testing.
20–25: Compare two statements for unwarranted “all visitors” claims.
Routes: written question/known/unknown grid; spoken scenario explanation with captured evidence; labelled path sketch with a dictated uncertainty note. Other domains:Day 2 swaps. Optional/home: write an invented page instruction that a first-time reader could use, then note who should review it. Move: if learners assert accessibility has been proved, point to the absence of testing in the card.