We used RICE to lead our work.
As prescribed by the SRSD approach, I modeled my thinking when completing a problem. Pretending to be a 10-year-old, I solved the problem in front of the students. Later students got up to show their thinking and solution. It was a powerful share.
As we move deeply into a problem solving chapter of the school year, more and more students will "teach the class" by sharing their problem solving work and thinking.
I'll remind the class that each time a person shares it stretches our own thinking in new ways, ways that serve to develop our mathematical thinking and skill.
