1 - Introduction ~5 mins
{{img:img_pair_rehearsal_concept}}
Welcome
Today your format 1 (your slide pitch, short video, podcast clip, or other approved piece) leaves the screen and meets a real listener. You will deliver it live to one partner, hear two pieces of honest feedback, and write them down so you can act on them next time. This is the first dress rehearsal for the Vocational Education Task interview: small room, real audience, no teacher in the middle of the pair.
By the end of this lesson, you will be able to:
- Deliver format 1 live to a partner
- Give and receive two pieces of feedback (one strength and one improvement)
- Record peer feedback clearly so you can use it later
Warm-up
Think of the last time you explained something you care about out loud to one person. What felt different about saying it versus writing it? Live delivery is the skill you practise today.
Pre-flight check
Open format 1 now from {{code:Project_Portfolio/09_specialism/sm2/}} (or wherever you saved your slides, video, audio, or outline last time). If you are not sure which file it is, ask your teacher before pairs start. If the file will not open, the sound will not play, or the link is broken: try your partner's device, a spare machine, or present once from your structure outline (hook + two key points + close). Fix the file after the round, not during it.
2 - Key Concepts ~5 mins
{{img:img_pair_rehearsal_concept}}
Pair rehearsal means a live run of format 1 to one partner who listens fully and gives structured feedback. The goal is not a polished performance. The goal is useful feedback you can act on.
| Concept | Why it matters | Example |
|---|---|---|
| Two-piece feedback — exactly one strength and one improvement, both specific enough to act on | Two clear points give you something real to change before the next rehearsal | Strength: "Your opening question about weekend phone repairs made me want to listen." Improvement: "Slow the pricing slide — I missed the €25 figure." |
| Constructive feedback — names what worked and what to change, without personal attack | Vague praise or vague criticism leaves the presenter stuck | Swap "your slides are messy" for "the third slide has three font sizes — pick one body size" |
Constructive feedback checklist
- Strength first, then improvement.
- Be specific: name the moment, slide, line, or second.
- Make the improvement actionable (something to change before next lesson).
- No pile-ons: stop at two pieces. The presenter records only those two.
Sentence starters (use these if you get stuck)
- Strength: "When you said/showed ___, I understood ___."
- Improvement: "On [slide/second/line], try ___ so the listener can ___."
Your teacher will model a short pitch and a sample feedback exchange out loud. Watch once, then you go.
3 - Common Issues ~2 mins
Common Issues
Your teacher will skim these four fixes on the board. Glance back here only if something goes wrong mid-round.
| Issue | Solution |
|---|---|
| My format 1 will not open or the sound will not play | Try your partner's device, or present once from your structure outline (hook + two key points + close). Fix the file after the round |
| My partner's feedback is too vague ("it was good" / "make it better") | Ask: "Which part should I keep?" or "What should I change on which slide or second?" Write the clarified version. Use the sentence starters if needed |
| We ran out of time before both of us presented | Stop cleanly when your teacher calls time. The partner who has not presented goes first in any spare minutes, even if they only get a 60–90 second opening (hook + one point + close), so both still leave with feedback notes |
| I felt defensive and wanted to explain every choice | Write the feedback down first. You decide what to accept later. Today's job is to hear it, not to win the argument |
4 - Pair Rehearsal Round 1 ~18 mins
Your teacher will put pairs on the board — sit with that person only. Your teacher stays out of the feedback loop. Each of you will present format 1 live, listen fully, and exchange exactly two pieces of feedback.
How the round runs
- Sit or stand so your partner can see your screen (or hear your audio) clearly. Close chat, notifications, and unrelated tabs.
- Partner A delivers format 1 as they would for a real listener, capped at 2 minutes. Do not apologise mid-way or restart unless the file actually fails — nerves are normal; push through to the close and let the feedback help you next time.
- Partner B listens without interrupting. Jot strength + improvement on paper or in Notes now (use the sentence starters if needed). You will type these into {{code:sm2_peer_feedback_round1}} next.
- Partner B speaks the two pieces out loud, strength first, using the constructive feedback checklist.
- Partner A may ask one clarifying question only ("Which slide did you mean?"). No defending the work yet.
- Swap roles and repeat.
- Both of you keep your jotted notes for the portfolio page.
If your format 1 is a short video or podcast clip, play up to 2 minutes for your partner (or the full clip if shorter), then add any live intro or close you plan to use at interview. Your partner still gives feedback on the whole experience, not only the file.
5 - Create Your Feedback Page ~5 mins
Watch your teacher click the path once, then create your own blank page in the correct folder. You will fill it in on the next step.
You will:
- Open {{code:Project_Portfolio/09_specialism/sm2/}} in cloud storage.
- Create a new word-processor document from inside that folder.
- Rename it {{code:sm2_peer_feedback_round1}}.
Creating the file from inside the folder keeps it in the right place for your Key Assignment evidence.
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