Non-Guided Feedback	Guided Discovery Focused on Inferring Knowledge	Guided Discovery Focused on Applying Knowledge
Teaching Example	Student engagement seemed really low.	What did you think of the level of student engagement? Why do you think the level of student engagement might have been low?	One reason student engagement can be low is because students feel like it’s ok to choose not to participate. Some teachers address this through the use of Cold Call… calling on students who haven’t raised their hands. When might you have used that in your lesson? Which questions would have been best to cold call on and how might you have revised them? What would you have needed to do for that to be successful? What might go wrong if you tried it and what could you do about it?
	Non-Guided Feedback	Guided Discovery Focused on Inferring Knowledge	Guided Discovery Focused on Applying Knowledge
Coaching Example	It looked like players were making a lot of mistakes as they practiced and that you weren’t aware of it in a lot of cases.	What did you think the level of mastery was? Why do you think you weren’t very aware of the level of mastery in the session?	One thing that many elite coaches try to so when they teach a new skill is to arrange the physical space so the event they are evaluating occurs in a predictable time or place. Then they set out to track the group’s proficiency level. Can you take that idea and propose some ways it might help you to more accurately organize the physical space to make it so you were better able to observe mastery? What would the most likely errors be and what would it look like if they were happening? Can you think of ways you could actively track the level of proficiency?