For cognitive demand, you can ask, “What opportunities exist for the students to struggle with mathematical ideas? How can we support that engagement? How have I been responding when the students get stuck? Are there ways I can avoid answer-giving but scaffold student work so that the students still have plenty to work on? Similarly, how do you think about access? What might we do to get all of the students to the point where they’re engaging in mathematics productively? How do you think about supporting their mathematical agency? Who generates the mathematical ideas that get discussed, and who evaluates them? How deeply do students get to explain their ideas? And how does the teacher respond to those ideas? Is it by questioning, by proving, by soliciting responses from other students?” All of these questions are ways of opening conversations between teachers,
between teacher and coach, in individual teacher reflection.