• Given the benefit of using both examples as a way of helping pupils see the difference between 'AM' and 'PM', can you re-draft the mentor's questions so that it helps the novice teacher to recognise the learning potential of his implicit use of variation in the exercises he was intending to use?
  

• Imagine that you are a third voice in the discussion. What contribution would you make to this lesson conference if you had been present?

Finally, use a flip chart or OHT to make a checklist of all the main issues that have emerged from you discussions in this Unit, regarding teaching strategies and their impact on student learning. These issues will be included in those you need to raise in pre and post-lesson conferences.