By breaking up the lesson into individual tasks, it was easier for the students to manage the work expectations and easier for me to assess how their were getting on. Though I wasn't perfect at monitoring every group of students equally, I tried redirecting any inhibiting misconceptions or unproductive behavior as it arose.
This coaching cycle has certainly set me off in the right direction. though I'm continue with these same goals, new questions are coming up about particular teaching practices. Modeling work samples for students is something that I've seen throughout my internship, but never explicitly learned how to do in order for it to be most meaningful to students. I'm always afraid that my writing is too time consuming and not engaging enough. I understand the benefits (necessity, really) of it, however I feel it might be a worthwhile "unofficial" goal to practice.
With some successes, there's bound to be a few flops. Due to a technological failing, a well-intentioned math "itool" activity distracted as opposed to engaged. However now that the final piece of our Promethean puzzle has been delivered (thanks to Allison!) I'm looking forward to utilizing the classroom technology more!