“Whereas the essence of the task is given verbally, the details of the task—quantities, measurements, geometric shapes, data, long algebraic expressions, et cetera—are written on the board as the teacher speaks. Verbal instructions are not meant to be about the students having to remember details, it is about having them hear the nature of the question. Likewise, verbal instructions are not about reading out a task verbatim. Rather, they are about unwinding the task through narrative, discussion, dialogue, and potentially working through a model of what is being asked with the students.”