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I think my students sometimes are not sure what they are solving for and need extra prompting and direction in this area. The immediate response is guessing answers. My stronger students at times struggle to persevere through justifying their thoughts. I can tell when they just want me to tell them something.

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I think my students sometimes are not sure what they are solving for and need extra prompting and direction in this area. The immediate response is guessing answers. My stronger students at times struggle to persevere through justifying their thoughts. I can tell when they just want me to tell them something.

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It is difficult at times to keep the students engaged through sharing solutions and ideas. Which could be age/maturity appropriate for them. It takes time to build this.

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It is difficult at times to keep the students engaged through sharing solutions and ideas. Which could be age/maturity appropriate for them. It takes time to build this.

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Planning and collaborating helps me to know how my energy should be directed during a lesson. I am more able to anticipate student thoughts and ask students to explain their thoughts. Providing the students with a means to express their ideas through the materials we plan to use is beneficial. Also discussing things like: how something went in another classroom, asking what they would have done differently, what went well, what to anticipate from similar students, what adjustments could better prepare students to best face their task... This is all very beneficial and helps me to see different perspectives. 

# data[].attributes.subject
Planning and collaborating helps me to know how my energy should be directed during a lesson. I am more able to anticipate student thoughts and ask students to explain their thoughts. Providing the students with a means to express their ideas through the materials we plan to use is beneficial. Also discussing things like: how something went in another classroom, asking what they would have done differently, what went well, what to anticipate from similar students, what adjustments could better prepare students to best face their task... This is all very beneficial and helps me to see different perspectives. 

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I found that my stronger students struggled to justify what their answers meant even after multiple attempts at questioning them and guiding them in terms of where to look. I am continuously pushing them with this piece. I think this is something that they want me to tell them, even in small group. 

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I found that my stronger students struggled to justify what their answers meant even after multiple attempts at questioning them and guiding them in terms of where to look. I am continuously pushing them with this piece. I think this is something that they want me to tell them, even in small group. 

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I like the co-teaching model because I get to see the lessons and I am better able to facilitate learning with other lessons and can use those ideas to better 

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I like the co-teaching model because I get to see the lessons and I am better able to facilitate learning with other lessons and can use those ideas to better 

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I really like the co-teaching model.  It gives me the opportunity to see the best way to guide the students to solve a problem through questioning . I've learned so much each time.

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I really like the co-teaching model.  It gives me the opportunity to see the best way to guide the students to solve a problem through questioning . I've learned so much each time.

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It was interesting to see the different ways the students explained how they solved the problem.

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It was interesting to see the different ways the students explained how they solved the problem.

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To continue probing students to explain their thinking and guiding them through questioning

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To continue probing students to explain their thinking and guiding them through questioning

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I noticed some of the student were having difficulty dividing the pizza into 8 slices.  This took time away from actually solving the problem. However, the students that used a different strategy were able to persevere and solve the problem

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I noticed some of the student were having difficulty dividing the pizza into 8 slices.  This took time away from actually solving the problem. However, the students that used a different strategy were able to persevere and solve the problem

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I thought it was beneficial during the planning sessions to anticipate different ways the students might go about solving the problem.

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I thought it was beneficial during the planning sessions to anticipate different ways the students might go about solving the problem.

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I like the co-teaching model because it is helpful to have a discussion about what we observed students doing and discussing during the lesson.  It is also helpful to have someone else in the room to 

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I like the co-teaching model because it is helpful to have a discussion about what we observed students doing and discussing during the lesson.  It is also helpful to have someone else in the room to 

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circulate and help guide the students that have a difficult time getting started.

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It is nice to see Cheryl work with the students as a model to help my direct my instruction and guide my questioning when working with the kids.

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It is nice to see Cheryl work with the students as a model to help my direct my instruction and guide my questioning when working with the kids.

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Anticipating strategies students may use prior to teaching the lesson was helpful to prepare for questioning, and then during the lesson it was interesting to see what students actually chose to use, which strategies they may be struggling with using, and which students are developing stronger problem solving skills.

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Anticipating strategies students may use prior to teaching the lesson was helpful to prepare for questioning, and then during the lesson it was interesting to see what students actually chose to use, which strategies they may be struggling with using, and which students are developing stronger problem solving skills.

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Some students were engaged, some students were eager to share their strategies and work, and some were frustrated they did not solve the problem correctly. 

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Some students were engaged, some students were eager to share their strategies and work, and some were frustrated they did not solve the problem correctly. 

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It was helpful during the planning sessions to anticipate different ways the students might go about solving the problem.

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It was helpful during the planning sessions to anticipate different ways the students might go about solving the problem.

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Student performance on these tasks was typical for class. Some students dove in and persevered, others needed much more guidance in making sense of the problem and how to approach solving it. 

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Student performance on these tasks was typical for class. Some students dove in and persevered, others needed much more guidance in making sense of the problem and how to approach solving it. 