Teaching–learning improvement cycle: Arrange the actions into a logical workflow — Plan, Teach, collect Feedback, Replan, and Reteach — to show how instruction is iteratively refined.

Introduction / Context:
Effective instruction is iterative. A teacher plans a lesson, delivers it, gathers feedback, adjusts the plan, and reteaches to improve learning outcomes. This creates a continuous improvement loop in education.

Given Data / Assumptions:

• Actions: Plan, Teach, Feedback, Replan, Reteach.
• Goal: Arrange in a practical, real-world sequence.

Concept / Approach:
Instructional design cycles (e.g., Plan–Do–Study–Act) map naturally: planning precedes delivery; evidence from feedback informs modifications; improved design is applied in reteaching.

Step-by-Step Solution:
Start with Plan: define objectives, materials, sequence.Teach: deliver the lesson as designed.Feedback: collect learner evidence (quizzes, observations).Replan: refine content/strategies based on evidence.Reteach: implement improvements for better mastery.

Verification / Alternative check:
The sequence matches continuous improvement frameworks widely used in classrooms and training programs.

Why Other Options Are Wrong:
They place feedback before teaching, omit planning before delivery, or rearrange steps so adjustments occur without evidence.

Common Pitfalls:
Skipping feedback or reteaching, which weakens the improvement loop and leaves misconceptions unaddressed.

Final Answer:
Plan, Teach, Feedback, Replan, Reteach