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 second course in a two-course sequence, the first course being Developing 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, Annie Fetter, and Steve Weimar. 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.
May 15 - June 26, 2017
Registration ends at 5 pm Eastern on Monday, May 15, 2017. There will be approximately 20 hours of seat-work involved in this course.
- Week 7: Chapter 7: Getting Organized
- Read Chapter 7
- Look at and reflect on a "Table Gallery" of student work
- Try an organization activity from Chapter 7 OR
- Share a plan for how you would sequence and facilitate the sharing of the student work in the table gallery
- Week 8: Chapter 8: Generalizing, Abstracting, and Modeling
- Read Chapter 8
- Discuss your reflections on the "Frog Farming" story from Chapter 8
- Share a video, recording, or journal of you helping students with a problem and reflect on when you helped students be more concrete and when you helped them be more abstract OR
- Solve a Math Forum PoW and create a description of how you moved between concrete and abstract thinking
- Week 9: Chapter 9: Looking for Structure
- read Chapter 9
- solve multiple Math Forum PoWs and work with colleagues from the course or your own school to determine what makes the problems similar, what problem-solving strategies or tools would help make these problems easier to solve, and how you could use this sequence of problems to introduce students to a new strategy or tool
- Week 10: Chapter 10: The Problem-Solving Process and Metacognition
- read Chapter 10
- Watch video of students engaged in problem solving OR
- Make a video of your own students engaged in problem solving
- Identify the phases of problem solving students go through
- Write a reflection on the differences between novice and expert problem solving
- Week 11: Chapter 11: Reflecting, Revising, Justifying, and Extending
- read Chapter 11
- Try an activity from Chapter 11 OR
- Read some amples of student work, feedback, and student revisions and consider how the feedback might be improved to get better revisions
- Share how you are reflecting, revising, justifying, or extending your own work through
this course and book
- Week 12: Chapter 12: Conclusion
- read Chapter 12
- Take a short course survey
- Share videos or stories from your classroom/teaching/coaching related to the course
- Watch a video that a classmate made for the course and share positive feedback
Please email me with any questions.
Max Ray-Riek, Project Manager