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Prompts student discussion and feedback both within the explore and discuss portions.

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Prompts student discussion and feedback both within the explore and discuss portions.

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Students really get to take ownership of their learning by developing strategies and having to support their claims

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The "contemplate before calculate"and reflection methods align to endurance and leverage for continued use. 

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The "contemplate before calculate"and reflection methods align to endurance and leverage for continued use. 

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The teacher takes a back seat role and helps guide with different types of questioning to propel thinking.

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Students do the thinking, not the teacher. 

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Students do the thinking, not the teacher. 

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Leaves a lot up to students. Tries to be proactive in thinking through possible complications, but will require adapting in the moment.

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Leaves a lot up to students. Tries to be proactive in thinking through possible complications, but will require adapting in the moment.

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There is a use of teach like a champions "at bats" where students get heavy repetition/ practice that they need. This will allow them to master content by giving them multiple opportunities to grasp the content.

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There is extensive time provided for students to explore through discussion and engage in different discourse strategies.

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Explore/Discuss requires thoughtful planning prior to execution. It requires CMs to think about possible misunderstandings and plan responses.

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Explore/Discuss requires thoughtful planning prior to execution. It requires CMs to think about possible misunderstandings and plan responses.

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There is effective scaffolding before Launch activity. 

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There is effective scaffolding before Launch activity. 

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Launch allows students to feel like its okay to be good at math

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Launch allows students to feel like its okay to be good at math