Our lessons go like this:
Retrieval vocab - always a vocab section - could be a sentence with a missing word, vocab definition, finish this sentence etc.
Retrieval maths - flashback 4, or a true and false. Children respond to these in the back of their maths books for the flashback 4, or on small whiteboards for true or false. I get them to answer with what I call ABC questioning. So someone Answers, another person Builds on the answer, C might conclude it (so do a model verbal answer using the A and B parts honed), or Challenge it if they think it's not right. Sometimes we might get a choral answer out of it.
Then I put them on the carpet for the 'get ready' part of the whiterose powerpoints. They do those on whiteboards, I might ask them to do the questions in partners, or individually - I usually then have a post it note on which I jot down those who haven't 'got' the questions right. I might then focus on them during the lesson, move a more competent child next to them for the rest of the input discussion, or whatevs. Again I'll use the ABC thing to get good answers.
Then I do the main input - I don't think you'd call that development, it's just the main teaching. Like I say, if the powerpoint isn't detailed enough, or I think the kids will need more than one model, I'll duplicate the slide and add another one with different numbers/scenarios. I always make them watch one without doing anything on whiteboards - this is the explanation I might have rehearsed when I'm looking at the powerpoint in advance. Then I can do the second one in partners, or on boards so I can see that they've got it. I go through the work (read it and show where I want things completed) under the visualiser, they then go off and do it. While I'm doing the input, my 1-1 LSA puts the work on their tables (if she's not out with her 1-1 kid). I might keep some children on the carpet for a bit for more input.
I do whole class marking, so they would have looked at yesterday's work in their books before coming to the carpet, and I will have moved any children I need to move, to the front so they can work with me. I might have counters or B10 ready on those tables (which I put out while they are doing the Flashback 4 or Get Ready stuff).
I'd say that 'development' is moving on from the initial input. So the stuff I'm doing when I'm going round the room marking/giving feedback. They can go and get the next bit of work when they are done, although I'd prefer to see it in advance of them moving on.
If I want to get them to do the reasoning stuff in the same lesson as fluency for example, then I'll have them back on the carpet to go through an example. Always have something greater depth for my 1 or 2 kids to move on to.
Usually end up going through a problem solving or reasoning question under the visualiser for what used to be called a plenary. Sometimes they'll have their whiteboards for this too.
We do a lot of talk and vocab because we are 75% EAL.