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Using complex instruction allows for students to engage in discourse with each other. Complex instruction allows for students to communicate with one another to be successful. Students use discourse to communicate and Discourse takes effect based upon how students interpret each other and interact with them.

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Teachers engage in professional noticings based upon the different positions that students take. I see this as the attending step of professional noticing. Teachers observe the roles and attitudes that students use within group work, seeing how their positions take effect to their mathematical ability.

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I think the interactions that students make through their use of discourse tells a lot about their power and position. The types of Discourse they use and how they interpret it affects the positions that assume and take on.

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Through the use of complex instruction teachers allow for positioning to occur. Students take on different roles within complex instruction and it allows them to position themselves in a place of authority, uses their strengths to help their group succeed.

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Complex instruction in the classroom allows for teachers to use professional noticings effectively. Every student in complex instruction has a specific role and purpose. Using this in the classroom gives teachers something to attend to for every student/group. This helps teachers to see what they know mathematically and where their misconceptions are. Working in groups is even more beneficial because it allows for teachers to see how students react to  the mathematics of others and how this changes their understanding of the mathematics.

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Teachers are able to observe and attend to the students based upon the D/discourse they use. They observe the types of interactions they participate in and how Discourse takes effect on their interactions.

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Discourse and discourse involves the interaction through the use of language among people. Little d discourse is the linking of thoughts, phrases and ideas in order to convey messages and meaning. This is situational and is used to communicate effectively with others. Big D discourse involves people's feelings, beliefs and values attached to the communication. Typically big D discourse it attached to different socially accepted stimans and identifies that take effect on the communication. Together, D/discourse is the the language used to communicate among people and the social identities attached to the communication.

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Students take on many roles and are constantly put in different positions in their education. Naturally, some students excel more than others based on their ideas and conceptions of their personality and ability. Positioning involves how students feel about themselves and how to react to that in relation to others in the class. Teachers play a huge role in positioning. The role of the teacher is to create opportunities in the classroom for each student to take on a position of power and worth. Students need to use their position to help themselves excel with independent and group work activities. Being intentional with group work allows for greater student growth and achievement.

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Complex instruction, if used effectively can be used to foster learning among all students, regardless of status and academic ability. The process of using this in the classroom takes time but the end results outweigh the planning and preparation. Complex instruction helps to bring learning to life by creating open-ended, group worthy tasks that can be solved using multiple learning abilities and multiple strategies. Complex instruction forces students to apply concepts in mathematics to more real world problems while working together. Students are forced to use their unique skills to help their group be successful. Being intentional in your groups can help to foster the leader in all students, elevating their status. Complex instruction involves many “jobs” within the group. Students rely on each others strengths and experiences to engage in complex instruction. Using this helps to create dependability among the students, giving each of them a specific purpose and job.

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Professional noticing is a best practice that can be used in mathematics to help students understand and make sense of mistakes and misconceptions. This practice has three main components to it: attending, interpreting and deciding. Teachers begin attending by taking note their observations of student actions. This includes both the process they use to solve a problem and the way that they react to their environment. Interpreting is a connection between what was observed while attending and what one knows about mathematical processes and development in children. Here is where teachers begin to create an understanding(not necessarily a complete understanding) of students mathematical and problem solving abilities. Deciding involves the action of the teacher. One may either provide instruction based upon the attendings and interpretations or one can continue to observe the student engage in the mathematics to create a stronger understanding of the connection between what was attended and what was interpreted.