In this case, treat Ts like Ss, because they will more naturally work like Ss. You can debrief on what they noticed/felt about it. Regardless, you're giving Ts something to bring back to class. So give time to talk/reflect on the experience.

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2. You're introducing a pedagogical approach, eg. inquiry learning. In this case, point out that the approach is universal, and lead the session as you would a class. Give them a low-floor/high-ceiling task that won't be immediately obvious, even if you wouldn't give the task to Ss.

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The 'lesson' will go faster than when with Ss, but I would annotate (eg. pointing out pitfalls, common S mistakes/misconceptions, etc. or even better, asking Ts to do that work themselves). You're selling them on a new method, so they need to reflect on it.

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1. You're introducing a way of teaching a particular concept. "I want to show you how I teach factoring...." Ts will need to connect the new method to others, and have a higher level of transfer.

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My 2 cents: I think that regardless of the PD, there should be some framing. Why are they there? Ts will know more than Ss, so the role-play is always going to be a little weird. When asking Ts to be Ss, I feel like there are 2 ways, depending on the reason for the PD.

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