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Unpacked learning goal

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Teacher is talking through her thinking using a lot of "I" statements

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Mrs. Larsen uses think-alouds with students.
She uses first-person pronouns.

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First person “I”, think aloud, students active listening, talking through each step

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Teacher talks "to herself" and models for the students how she is solving the problem

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Mrs. Larson carries cognitive load

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think aloud

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anticipatory set

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Learning goal unpacked.

not calling on students.

says "I....I....I...I"

step-by-step

does not birdwalk

visible learning

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Think aloud

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“Work along side me”

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First person language

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Model incorrect thinking

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Calls on several students

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Teacher owns load

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Who agrees or disagrees?

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Students begin contributing their thinking, teacher is still the facilitator

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I agree with both because….

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Inviting in students

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Uses we language such as "Let's" and "we"

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Uses we language such as "Let's" and "we"

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asking questions

Teacher carrying more of the responsibility of learning

She says "we...we...we..."

Student pairs - phone calls

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"let's begin working"

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Teacher asks ?, students reply, more conversation, shoulder buddies, use of “we”

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Teacher patrols the room and provides descriptive feedback.

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Teacher patrols the room and provides descriptive feedback.

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Teacher uses I language to model internal thinking. 

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Teacher uses I language to model internal thinking. 

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Working with shoulder buddies with clear expectations

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Asking questions directly to the class and allowing them to answer.

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resists the urge to involve students

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Exploring students explanations in their own language.

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facilitate student interaction and discourse

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Students turn to their shoulder buddies.

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Students turn to their shoulder buddies.

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"Did anybody solve it differently?"

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encourages student participation

classroom "talks" teacher through problem

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Descriptive feedback

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Shared responsibility between peers.

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Paraphrasing students' answers

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reteaches and clarifies - refers to anchor chart

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Students are modeling their thinking

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refers back to learning goal

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"Who can tell me what to do next?"

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calls on several students

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partners work together. - partners each have responsibility and accountability

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Provides support and identifies students needing further interventions.

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teacher patrols room - stops at each pair to give descriptive feedback

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Work with shoulder buddies

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working with shoulder buddies

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I want you to answer the final question.

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I want you to answer the final question.

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Teacher pulls students who are struggling to a small group to reteach.

calling on groups to share their work

making notes of who will need more support

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Students are working on finishing their assignment, teacher is noting progress for future interventions

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Prompting to use academic vocabulary

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Students finish their assignment independently.

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Teacher has students summarize learning goal.

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summarizes the learning goal

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Identifying errors and using lifelines

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Referring to the anchor chart

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T walks around providing guidance to groups, provides more support to individual or group when needed, feedback, students share models

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The classroom leads the discussion of the problem to Mrs. Larson

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After independent, she pulls those who need more support.

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Students finish assignment independently and bring to teacher to check.

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makes a note to meet with certain students