Max Ray-Riek and the Math Forum team lead this professional development course, making use of Powerful Problem Solving and the companion website, http://mathforum.org/pps/, and its collection of classroom videos, student handouts, and resources. Each week will include reading a chapter, watching selected video clips and/or looking at student work, and tasks or projects using the skills from that chapter. This is the first course in a two-course sequence, the second course being Nurturing Powerful Problem Solvers.
Download syllabus [PDF].
This moderated course will be led by Max Ray-Riek, the main author of Powerful Problem Solving, with Suzanne Alejandre, and Annie Fetter. It will take place online using Canvas. The only technical requirements are a web browser and Internet access.
Who: teachers of grades 3-8
Participation requires separate purchase of the book, Powerful Problem Solving available from Heinemann or Amazon.com.
October 2 - November 10, 2017
Registration closes at 5 pm EDT on Monday, October 2, 2017. There will be approximately 20 hours of seat-work involved in this course.
- Week 1: Chapter 1: Introduction
- Become oriented to the Canvas environment (only an Internet connection and Web browser are required)
- Introduce yourself and become acquainted with the other course participants
- Become oriented to the companion website, http://mathforum.org/pps/
- Read Chapter 1 and discuss what you were surprised by, what felt familiar, and what you anticipate
- Week 2: Chapter 2: Communication and Community
- Read Chapter 2
- Try a communication activity from Chapter 2 OR
- Share a task you could add a communication component to
- Read the Peanut Butter & Jelly classroom story and reflect on it
- Week 3: Chapter 3: Learning through Listening
- Read Chapter 3
- Read the Repeating vs. Not Repeating Is the Question blog post and watch the accompanying video OR
- Watch the first five minutes of Annie asking questions of students in the Cupcakes, Cupcakes! Using Manipulatives video clip
- tTry a listening activity from Chapter 3 OR reflect on the reading or video clip and how you might take some of what you noticed into your own classrooms
- Week 4: Chapter 4: Noticing and Wondering
- Read Chapter 4
- Watch a Noticing and Wondering video clip
- Try a Noticing and Wondering activity from Chapter 4 OR
- Reflect on the video clips and craft a "Tips for Noticing and Wondering" blog post OR
- Describe how you would follow up with the class whose noticing and wondering is shared in Chapter 4
- Week 5: Chapter 5: Change the Representation: Seeing the Big Picture
- Read Chapter 5
- Watch a video clip of students representing a problem scenario
- Share student representations of a math scenario or problem OR
- Choose a student representation from the book or video and explain the representation and how you might follow up with that student
- Week 6: Chapter 6: Engaging Students' Number Sense Through Guessing
- Read Chapter 6
- Watch a video clip of the "Best Guess" activity
- Try a guessing activity from Chapter 6 OR
- Share a critique of the "Best Guess" activity video clip
Please email me with any questions.
Max Ray-Riek, Project Manager