Use this original 20-minute cycle for one presenter. The teaching segment lasts five minutes; the cycle also includes a briefing, evidence-based peer feedback, revision, a second attempt, and debrief. Peers play learner roles. Their rehearsal responses are not results from an actual class.
Cornell's teaching-assistant facilitator guide describes preparing a five-minute segment with a learning outcome, assessment, and activity, then presenting to peers for feedback. The cycle, card description, questions, and record fields here are new editorial examples; no Cornell form or artwork is reproduced. Cornell's TA orientation facilitator guide, printed page 6
Give the rehearsal one content goal and one teaching focus
The learning goal is to distinguish a visible observation from an unsupported inference. The original content is a white card with one blue circle and one red square. For rehearsal, prepare a matching simple card or provide that exact text description. Do not invent the artist's identity or preference.
The teacher key identifies the blue circle and red square as described visible features. “The artist likes blue” is not established by those features. The key should help the presenter check the content; it must not fill the actual peer-response log.
The teaching focus is the wording of the question that asks for an observation. For the first attempt, the original practice script includes “What is the artist's favorite color?” That intentionally misaligned question creates a narrow issue to review: it asks for a preference the card cannot show.
Write the complete five-minute segment
Use the first minute to state the goal and describe or show the card. Say, “We will separate what the card shows from what we would need more evidence to know.”
During the next minute, model an observation: “I can identify a blue circle.” Contrast it with the unsupported preference statement. Explain that a feature appearing on a card does not establish why it was chosen.
Use two minutes for peers to classify and explain two statements: “The card has a red square” and “The artist likes blue.” In the first rehearsal script, ask the favorite-color question before inviting the classification. Record its actual wording and the peer response, rather than predicting that everyone will answer correctly. The separate key is observation for the red square and not established for the preference.
Use the final minute for an exit question: “Name one visible feature and one statement this card cannot establish.” Actual peer answers remain blank in the advance plan. The four parts total five minutes: one, one, two, and one.
Fit feedback and a second attempt into twenty minutes
| Cycle phase | Minutes | What to retain |
|---|---|---|
| Goal and focus brief | 2 | Content goal, question-wording focus, peer roles |
| First teaching attempt | 5 | Actual question text, prompt timing, exact response notes |
| Evidence feedback | 4 | Observed words/actions separated from interpretation and suggestion |
| Choose one revision | 2 | First question, revised question, reason for the change |
| Revised teaching attempt | 5 | Same card/goal/key; separate actual response record |
| Debrief | 2 | Comparison supported by notes; next question to test |
The cycle totals 20 minutes for one presenter. It does not cover a whole cohort taking turns. Add and confirm time for any additional presenters rather than compressing every person's practice into this schedule.
During feedback, ask peers, “What exact question did you hear? What response followed it? What part of the content goal did that question invite?” Keep those observations separate from “I think this would be clearer” or other recommendations. No filming or audio recording is required.
Change one question, then look for evidence
A hypothetical feedback note is: “The question asked for the artist's favorite color rather than a visible feature.” Label it hypothetical; it is not feedback already collected from peers.
The selected original revision is “Which shape and color do you see?” Replace only the favorite-color question with that wording. Keep the card, content goal, classification statements, model, exit question, and five-minute timing the same. The revised prompt asks for the observable feature needed for the goal.
Use a second blank record for the re-teach. Do not copy the first response into it or claim the wording improved teaching before evidence exists. In the debrief, compare the actual question and response notes from both attempts. A peer rehearsal may reveal a useful next test; it does not prove how pupils will respond in a classroom.
Copy this prompt for the rehearsal packet
Create one complete, self-contained US-English HTML companion for “Rehearse one better question”. Return the full HTML document, with inline CSS and any JavaScript needed for the local interactions. Use the original scenario, named records, numbers and expected cases below.
Design the page for this task: use clearly labeled input or source records, a readable result or worked example, and an adjacent explanation of the evidence. Use a restrained visual hierarchy, left-aligned text, readable tables or stacked records, and a responsive layout at 720px and 360px. Provide meaningful labeled controls for First script; Revised script; Show hypothetical feedback; Restore 20-minute cycle. Use keyboard-accessible native controls and visible focus. Keep the complete content readable without an external dependency.
The following brief supplies the substantive content and constraints. Native-format requests describe the material to represent or copy manually; this HTML must not pretend to create DOCX, XLSX, PDF, PPTX, H5P or another native file, run Python/Flask/Django/Snowflake/Power BI, connect a live service, send messages, or perform an authorized real-world action. Where the task requires a native source, actual observation or separate approval, retain that requirement and leave unsupplied evidence blank.
Create a complete US English micro-teaching packet for one presenter: five-minute script, 20-minute rehearsal cycle, peer evidence questions, one-question revision, separate blank records for two attempts, and teacher key. Original content only; no copied institutional forms, actual pupil data, filming requirement or performance grade. Content: white card with one blue circle and one red square. Goal: identify visible features versus unsupported inference. Blue circle/red square observable; artist likes blue not established. Key is teacher guidance, not actual peer results. Five-minute segment: 1 minute goal/card, 1 model observation versus inference, 2 peer classify/explain red-square statement and artist-preference statement, 1 exit question asking one visible feature and one unsupported statement. First practice question: What is the artist's favorite color? Clearly identify it as intentionally misaligned with visible-feature goal. Cycle: 2 brief, 5 teach, 4 evidence feedback, 2 choose revision, 5 re-teach, 2 debrief =20 minutes for one presenter only. Additional presenter time TO CONFIRM. Peers roleplay learners, not real classroom outcomes. Hypothetical feedback: question asked favorite color rather than what is visible. Label hypothetical, not observed. Change only that prompt to Which shape and color do you see? Preserve card,goal,key,classification statements,model,exit question andtiming. Both attempt records need question text,prompt timing,exact actual peer response notes,interpretation,suggestion andnextstep fields. Actual notes remain blank. Ask what exact question/response peers heard before proposing a change. No automatic improvement claim. Proposed HTML first/revised/hypothetical views preserve distinctions and require construction/testing;no record/score/submit controls or collected results.
COMPLETE AUTHORED SCENARIO AND EXPECTED CASES
The following is the supplied reading/teaching/calculation record to represent in the companion. Preserve its particular content, examples, source references and unknowns. Wording about a future native implementation refers to that native task, not permission to omit this HTML companion.
# A Micro-Teach Lesson Plan Template for Testing One Better Question
Your five-minute practice lesson ends and a colleague says, “The question was confusing.” That feedback gives you something to investigate, but it does not tell you which words caused the problem or what to try next. A useful micro-teaching packet records the question, the response it prompted, and one revision you can rehearse.
Use this original 20-minute cycle for one presenter. The teaching segment lasts five minutes; the cycle also includes a briefing, evidence-based peer feedback, revision, a second attempt, and debrief. Peers play learner roles. Their rehearsal responses are not results from an actual class.
Cornell's teaching-assistant facilitator guide describes preparing a five-minute segment with a learning outcome, assessment, and activity, then presenting to peers for feedback. The cycle, card description, questions, and record fields here are new editorial examples; no Cornell form or artwork is reproduced. [Cornell's TA orientation facilitator guide, printed page 6](https://teaching.cornell.edu/sites/default/files/2020-09/CTI%20TAOO%20Facilitators%20Guide-form-save.pdf)
## Give the rehearsal one content goal and one teaching focus
The learning goal is to distinguish a visible observation from an unsupported inference. The original content is a white card with one blue circle and one red square. For rehearsal, prepare a matching simple card or provide that exact text description. Do not invent the artist's identity or preference.
The teacher key identifies the blue circle and red square as described visible features. “The artist likes blue” is not established by those features. The key should help the presenter check the content; it must not fill the actual peer-response log.
The teaching focus is the wording of the question that asks for an observation. For the first attempt, the original practice script includes “What is the artist's favorite color?” That intentionally misaligned question creates a narrow issue to review: it asks for a preference the card cannot show.
## Write the complete five-minute segment
Use the first minute to state the goal and describe or show the card. Say, “We will separate what the card shows from what we would need more evidence to know.”
During the next minute, model an observation: “I can identify a blue circle.” Contrast it with the unsupported preference statement. Explain that a feature appearing on a card does not establish why it was chosen.
Use two minutes for peers to classify and explain two statements: “The card has a red square” and “The artist likes blue.” In the first rehearsal script, ask the favorite-color question before inviting the classification. Record its actual wording and the peer response, rather than predicting that everyone will answer correctly. The separate key is observation for the red square and not established for the preference.
Use the final minute for an exit question: “Name one visible feature and one statement this card cannot establish.” Actual peer answers remain blank in the advance plan. The four parts total five minutes: one, one, two, and one.
## Fit feedback and a second attempt into twenty minutes
| Cycle phase | Minutes | What to retain |
| --- | --- | --- |
| Goal and focus brief | 2 | Content goal, question-wording focus, peer roles |
| First teaching attempt | 5 | Actual question text, prompt timing, exact response notes |
| Evidence feedback | 4 | Observed words/actions separated from interpretation and suggestion |
| Choose one revision | 2 | First question, revised question, reason for the change |
| Revised teaching attempt | 5 | Same card/goal/key; separate actual response record |
| Debrief | 2 | Comparison supported by notes; next question to test |
The cycle totals 20 minutes for one presenter. It does not cover a whole cohort taking turns. Add and confirm time for any additional presenters rather than compressing every person's practice into this schedule.
During feedback, ask peers, “What exact question did you hear? What response followed it? What part of the content goal did that question invite?” Keep those observations separate from “I think this would be clearer” or other recommendations. No filming or audio recording is required.
## Change one question, then look for evidence
A hypothetical feedback note is: “The question asked for the artist's favorite color rather than a visible feature.” Label it hypothetical; it is not feedback already collected from peers.
The selected original revision is “Which shape and color do you see?” Replace only the favorite-color question with that wording. Keep the card, content goal, classification statements, model, exit question, and five-minute timing the same. The revised prompt asks for the observable feature needed for the goal.
Use a second blank record for the re-teach. Do not copy the first response into it or claim the wording improved teaching before evidence exists. In the debrief, compare the actual question and response notes from both attempts. A peer rehearsal may reveal a useful next test; it does not prove how pupils will respond in a classroom.
Implement the local companion rather than returning a text-only plan. Preserve every numerical fixture and the distinction between illustrative expectations and actual evidence. Any native-runtime or classroom tests mentioned above remain tests to perform in the proper environment; do not mark them passed. Keep edits and practice responses in this open page only, without claiming persistent storage. Provide invalid/missing-input feedback and reset behavior that agree with this specific brief. Do not claim accessibility certification, learning gains, real approvals or test results that were not observed.
Review the script change
Use the HTML companion to check that only the selected question changes while the content and timing stay fixed. The companion provides local review controls, while actual rehearsal notes belong in the training team's normal records.
Finish with one clearly stated question revision and a separate place to record what it actually prompts, so the next attempt tests a teaching choice instead of assuming it worked.