Thinking through a Lesson: Successfully Implementing High-Level Tasks.

By M. Smith, Victoria Bill, Elizabeth K. Hughes. 2008

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Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction (2013, unknown): “Here, we refer to Stein et al.’s (2000) use of cognitive demand as the nature of reasoning students are expected to engage in to participate in the given activity (e.”
Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop (2013, background): “Participants were commenting on the ‘‘Thinking Through a Lesson Protocol’’ (Smith et al. 2008), and one participant (Cara) stated that the protocol was useful for high-level tasks but not for an ‘‘everyday lesson.’’”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, methodology): “Across the districts, conceptual tools included guiding principles for supporting students’ learning; tools for reflecting on lesson planning (e.g., Thinking Through a Lesson Protocol, Smith et al. 2008); vision statements; and observation protocols.”