Facilitator guide — Try, Check, Explain

Labs reference: Facilitator guide — Try, Check, Explain.

This Alpha package is a written practice design. Learning-design review, accessibility review, and classroom evidence remain open; learner-pilot work is deferred under REN-535.

Materials to have open

Prepare the reference and the live tool

Open both Gallery walkthroughs and the reference links you plan to use. Select readable passages with attribution and prepare an accessible equivalent if needed. Do not assume the chatbot can browse a link; provide a permitted excerpt when it cannot. Check that the tool and information fit the setting. No learner account, saved record, or recording is required.

Demonstrate, then release the practice

Let learners choose the mountain or refrigeration starting example. Ask for a first attempt before revealing its modeled answer. Run one live request, inspect the actual response together, and check one passage. The Gallery’s possible hint is a constructed illustration, not a response to stage or pretend you received.

Then ask learners to choose their own goal or an unworked question in the reference packet. They must make a first attempt, participate in choosing AI help, check it, and retry. Individuals, pairs, and groups are valid. In a facilitator-operated exchange, learners direct the request and judge the result. Watching the opening demonstration alone is preparation.

Keep the thinking with the learner

Offer one hint at a time. If AI supplies a full answer, acknowledge that and switch to a new practice question before claiming an independent retry. Invite speech, drawing, demonstration, or notes. Do not require every Notebook field. A learner who identifies an unresolved difficulty has a useful result without proving mastery.

For mountains, ask where each measurement begins; do not replace one universal winner with another. For refrigeration, distinguish court evidence from household access and later structures from ancient dates. Keep the Mari source-description difference unresolved unless further evidence supports an explanation. Do not turn this historical example into a cooling or food-safety experiment.

Debrief

Ask each learner or group what changed, which reference supports the change, what did not transfer, and what they would try next. Notice whether the retry demonstrates understanding or repeats wording. Treat those observations as prompts for teaching, not validated assessment results. Feedback is optional; any future collection of classroom evidence needs its own agreed scope.

Source: labs/try-check-explain/facilitator-guide.md