There is no question that we are definitely aligning our teaching far more closely to the curriculum than we did in previous years. It is also clear that our students are more engaged, and seem -- for the most part -- to understand more than previous classes did. The approach of presenting a problem, allowing students time to muck about with it in small groups or with a partner, and then orally and visually debriefing the problem with the whole class before sending students off to practice new skills on their own with a similar problem seems to be fostering a deeper understanding of the mathematical skills we intend to teach. (This is evidenced for me by the degree of task-committment during the independent work phase of a lesson, and the level of understanding n the part of most students in my class whom I observe, clipboard in my hand, during this time.)
It is not, strictly speaking, "bansho". And I must confess, I am not al that great at extrapolating the "what we learned" during the debrief of a lesson. However, math is FUN now, not such a chore, and I know that with a little tweaking, I can improve my lousy debrief. (One plan I have is to watch my colleague teach a lesson we have panned together, to see how he handles the debrief. We are also watching some colleagues from a neighbor urging board teach later this month.)
Even if what we are doing is not quite "bansho" after all, it certainly seems smart!