Table 1 MSTR components and descriptions

(1) Establishing ambiguities

‘Establishing Ambiguities’ situates the context or ‘problem space’ for the ensuing simulation discussion. In early stages of a coaching conference, this is typically achieved by the coach offering an initial problem statement or interpretation of the larger pedagogical issue or ‘dilemma’ represented by a particular lesson scenario, either planned (in the case of a Pre-lesson conference) or actualized (in the case of a Post-lesson conference). This component lays the requisite foundation for a simulation discussion to even occur at all, as counterfactual thinking and problem-solving processes can only be engaged when classroom interactions are problematized and recognized as carrying some degree of uncertainty. A new ambiguity ‘statement’ marks the beginning of a potential new simulation

(2) Proposing alternatives

‘Proposing Alternatives’ refers to the specification of potential options for teaching moves that could be used to address an established ambiguity. Proposed alternatives can draw on a wide variety of possibilities that range in terms of specificity (e.g., question ‘types’ vs. specific phrasings) and temporality (i.e., planning moves for an upcoming lesson or hypothesizing alternatives based past events). In a coaching conference, this component is typically initiated by the coach prompting the teacher to offer specific ideas for how to approach an ambiguity or problem that can be subsequently raised for further discussion and inquiry

(3) Weighing alternatives

In ‘Weighing Alternatives,’ the coach and teacher systematically consider the relative merits of the proposed options for alternative moves, including discussing the ways in which outcomes could vary based on differing student responses or solution strategies. This could involve discussion of: (1) Which alternatives are more or less viable or valuable given particular lesson context (i.e., student learning goals, potential student responses and learning progressions, and learning tasks); (2) Reasons why (or for non-selected alternatives, why not) selected alternatives are useful for advancing student learning goals; and (3) How selected alternatives will be specifically enacted and utilized in subsequent lesson(s)