MDPE.Application:5.6.5 - Derive practice and evidence from the missing action

Use consensual role-play when the learner wants to practise the invitation, answer and subsequent choice. Both participants know the purpose and can stop. Do not recruit unsuspecting people to create refusals for an exercise. Begin with the whole interaction so that a polite sentence does not hide continued bargaining, blocked departure or an unavailable next action.

Compare a successful attempt with the specific failed connection. Demonstrate or discuss the missing operation, let the learner retry it, and restore the whole encounter. Change an answer, timing, partner or available support that affects the decision. The learner chooses the continuation; the teacher does not supply an unnoticed cue or require an immediate second invitation. MDPE.10 and HCD.6/HCD.9 provide the general construction of a representative task, help, attempt, feedback and return. The participation conditions and distinctions in this application supply the domain criteria.

Keep three kinds of evidence separate. An observer can describe the answer, continued pressure, available space and action actually taken. The learner can report their interpretation, wanted activity and experienced disappointment. Later experience can show whether the action remains available at a real event, with its different uncertainty and emotional significance. A role-play that evokes no disappointment can still teach the outward interaction; it leaves emotional use untested.

Agree on the learning aim with the learner. If it is a usable next action, observe that action and the support it required. If it is reduced intensity or duration of distress, obtain a suitable way of helping and evidence about that experience over the relevant period. Neither a smile nor compliance with a teacher establishes that second result.