Choose how to respond: speak, sign, use AAC, point, draw, move, make or direct an adult as the task allows. You can ask for a quiet/private route. Nobody needs to tell us about their home, body, identity or personal experiences. The original print mat and complete text route are optional. Your teacher will tell you whether a card uses real observation, an invented model or a plan only. Keep that label with your work.
Day 11 — Who needs the holder?
A pretend class needs a reusable holder for a shared instruction card. Who is it for? Name two things it should do, fold a scrap-card idea and record whether it stands in one gentle test.
Choose a route: Fold and touch; draw side view; direct adult to test a model.
Show: Name a user, one test observation and an unanswered access question.
Home/low-material: Fold a scrap strip and test a blank instruction card.
Day 12 — Why does the fold hold?
Compare two same-size scrap strips: one flat, one folded into a triangle. Gently push each in the same direction on a table. What did you see? What has this one test not proved?
Choose a route: Tactile side-view tracing; large printed fold diagrams; child-directed adult push.
Show: State an observed difference and one reason it may not generalise to all materials.
Home/low-material: Compare two safe folded paper strips; never load books or weights.
Day 13 — Draw two decisions
Draw two different paper-card holders. Label folds and where the instruction card goes. Choose one and number three steps for making it. Give a reason for the choice.
Choose a route: Large diagram; tactile folded prototype; oral three-step sequence.
Show: Explain a trade-off between footprint and stability using the Day 12 test only where relevant.
Home/low-material: Draw or fold two versions from reclaimed paper.
Day 14 — Make, then observe
Make your selected holder by folding scrap card. Put in a blank instruction card and give the table one gentle tap. What did your model actually do? What step would you change?
Choose a route: Child-directed adult fold; tactile crease; bold guide lines; no forced fine-motor task.
Show: Show the actual model and mark one step that needed changing.
Home/low-material: Fold a no-cut stand from reused paper.
Day 15 — Check the criteria
Check your holder against three criteria: card visible, material reusable, fits a narrow desk edge. For each, write YES, NOT YET or UNKNOWN and an observation. Choose one revision.
Choose a route: Three tactile criteria tiles; yes/not-yet table; oral design review.
Show: Explain which criterion is strongest and which needs another test or user check.
Home/low-material: Judge the paper model against written criteria; no shopping required.
Day 16 — A user story for a shelf
Fictional Nia wants to return a card to the correctly labelled box. Write a user story, then three ordered paper-robot steps. What happens if a label does not match?
Choose a route: Token path; verbal steps; large-print numbered cards.
Show: Explain what the sequence does if the labels match and what is still missing if they do not.
Home/low-material: Use paper labels and a token; no device or account.
Day 17 — If a label differs
A card says BLUE. Boxes say BLUE and GREEN. Write an IF/ELSE rule and test both branches with paper tokens. What happens if no box matches?
Choose a route: IF/ELSE tactile cards; spoken role-play; drawn flow arrows.
Show: Show both branch outcomes and compare with the earlier sequence.
Home/low-material: Use household blank coloured shapes or words on scrap paper.
Day 18 — Repeat without losing a step
Three cards need checking. Write one compare-and-place rule that repeats for each card. Run three paper tokens, including one without a matching box. Mark each repeat.
Choose a route: Numbered tokens; finger tracing; adult acts as the paper robot.
Show: Tell how many times the repeated check ran and what happened to the nonmatch.
Home/low-material: Use pencil circles instead of cards; no device required.
Day 19 — Same data, different display
Invented shelf count: blue 2, green 1. Show the same counts as a labelled table and as three paper shapes with words. Check that both displays keep the same information.
Choose a route: Tactile counters; large print table; spoken category/count pairs.
Show: Verify both representations still show 2 and 1, then name a purpose for each.
Home/low-material: Represent invented book counts with marks and words.
Day 20 — A new user tests the rule
Fictional Ori must sort A, B and C but only A and C boxes exist. Trace sequence, comparison and repeat for all three cards. Where does B go? Change any unclear step.
Choose a route: Paper robot; tactile letter cards; diagram; oral/AAC explanation.
Show: State where B goes and why; tell the changed step to a partner or adult.
Home/low-material: Use letter tokens and two paper boxes.
Original SubjectNest cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes.