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Identified what strategies he wanted the students to use to solve the problem. He decided ahead of time the relationship he wanted them to see.

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Aligned with his goals. Made sure he explained the relationship. Clear that he had taught this, he asked students to reference notes. Asked questions no  matter if the group had the right questions. Focused on understanding the "math" or "ways" and not just the right answer.

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- Used student work to identify vocabulary
-He used student work as an exemplar
-named specific strategies after seeing student work

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A) He listened to conversations and asked questions as needed.

B) Encouraged them to reference back to previous work

C) Asked students to display work over strategies.

D) Connections between different strategies.

E) Error analysis over group 1 that was incorrect.

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Student observation, Reminded themof previous learning, built background knowledge the day before,  he prompted the students to do the thinking, he allowed the students to solve the problem in their own way, chose an activity with multiple entry points, monitored and crefully chose the groups that he wanted to present, required students to think before arriving at a common agreement, allow students think time, there was not a rush to arrive at an answer, the process was important,

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He referred to prior knowledge, previous instruction. He allowed students to solve the problem in their own methods. Students asked one another questions.

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Students took lead in learning
Connected to prior learning
Allowed for multiple solutions
Strategic in the order students presented
Allowed for students to rework problem to find the mistake without giving the answer-cognitive struggle.
Knew content and had strong pedagogy

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- using cooperative interactions to facilitate student learning
- large amount of academic discourse (mostly peer to peer)
-teacher acted more as facilitator
-had student generate questions based on other groups work
-saved error analysis for the end

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The freedom for students to find their own way to solve the problem. Validating students answers. Encouraging student to student interaction shows strong classroom culture that is safe for all students. 

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The freedom for students to find their own way to solve the problem. Validating students answers. Encouraging student to student interaction shows strong classroom culture that is safe for all students. 

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Mr. Donnelly allowed students to work on their own through productive struggle. He went to all groups and listen then asked clarifying questions.  He did not reveal the correct solution  and allowed 3 groups with different strategies to present and he made connections with the 3 groups. Allowed students to ask questions and learn from each other.

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Mr. Donnelly allowed students to work on their own through productive struggle. He went to all groups and listen then asked clarifying questions.  He did not reveal the correct solution  and allowed 3 groups with different strategies to present and he made connections with the 3 groups. Allowed students to ask questions and learn from each other.

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Comfortable in allowing students to take control
Probing questions to assess progress