A model lesson is a usual element in interviews for the faculty level positions. Normally this is not a full lesson but a 15-minute version which is performed in absence of actual students for just a few professors from a hiring committee. It is supposed to demonstrate "your teaching style", but by design this is clearly a different enterprise: you should "act normal" doing "the same" things
- in a different time-frame,
- for a different audience,
- with completely different motivation and
- under exorbitant cost of failure.
Having said this, I also acknowledge the model lesson as indeed a much needed element of the interview, which helps to assess a candidate's set of relevant skills.
The question is how one can ideally prepare to give such a model lesson. Putting aside obvious things like "structure of the talk," "clear slides," "projection of the voice," and "body language", which normally should be already trained by experience, are there specific things that should be taken into account for the model lesson only? What about techniques like jokes, questions to the audience (e.g. how many of you are familiar with the definition of the derivative), work in pairs, which you probably use in a real classroom — is it a good idea to demonstrate them in a room full of senior professors? I am a little confused.