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Can I tempt you to try a pre-worked example?

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Pre-worked examples (written up in full before the lesson)

I'm a convert.
I rarely do first examples live.
Here's why: .

I can plan exactly my steps and layout.
I can focus on the students whilst they are studying the example.
I can write self-explanation prompts to direct the students thinking.

But what about I do/we do/you do?

It's still there, of sorts.

Here's an example, prompts and follow up task.
Question 5 is written as a “we do”.
The first few questions in the follow up task are also available as additional examples if needed.

How does it work in the classroom?

Ideally I want to display just the question first, to give students a chance to consider how they might answer it, and then display the whole solution.

In reality it often happens that I forget to cover up the solution so they see both at the same time.

Once they've had a chance to read through the question and solution in silence, I use cold call to check for basic understanding of steps.
For this example those cold call questions might be:

Why has Karen subtracted 156° from 180° to find the size of an exterior angle?
Why has Karen divided 360° by 24 to find her final answer?

We then proceed to the prompts.
Depending on the ability of the class these can be done individually, with their partner or one at a time with me leading from the front.

How do you write the prompts?

I tend to focus on:

volcabulary;
common misconceptions;
error checking;
“we do” or “you do”.

I don't worry too much if I manage to cover one of these points when I'm cold calling.
The process of writing down their answers ensures everyone has understood.

Below you can see how I came up with the prompts for this example:

1	The word regular is doing a lot of heavy lifting in this question. I should check they understand what that means. I'd like them to write down a defintion rather than just a cold call answer.	What does the word “regular” mean in this question?
2	A common misconception is to think that interior and an exterior add up to 360°. It would be worth making this error explicit.	Karen's friend says that to find one exterior angle you have to work out 360°−150°. Explain why they are wrong. (You may find it useful to draw a sketch.)
3	It would be useful for them to write down the statement exterior angles in a polygon add up to 360°.	What fact about exterior angles in polygons has Karen used to answer this question?
4	They should realise that if they get a non-integer answer they have made a mistake.	If Karen got an answer of 15.25 sides, how would she know that she had made a mistake?
5	A "we do".	What if the question said: A regular polygon has an interior angle of 150°. How many sides does the polygon have? What would your answer look like?

So...

Can I tempt you to try a pre-worked example?

Pre-worked examples (written up in full before the lesson)

But what about I do/we do/you do?

How does it work in the classroom?

How do you write the prompts?

Can I tempt you to try a pre-written worked example?