## Reflections on the Lucent PoW and Related Pedagogical Issues

 8:30 - 11:30 Examining Activity Generated by the Lucent Problem of the Week, and Thinking About the Problems Themselves Administrator's Report & Feedback Based on this data, what can we say about students making revisions? Which problems seem to have caused students the most difficulty? Why might that be so? What mathematical content/topics are inherent in each problem? How do these relate to the NJ Standards? How appropriate are the vocabulary and difficulty level of each problem? For each problem, what might kids do (or need) to get started? Future Problems & Strategies

 11:30 - 12:30 Lunch, and feel free to use this time for resource mining on the Math Forum site, as well as exploring Geometer's Sketchpad

 12:30 - 2:20 Examining Student Work, and Thinking About the Related Pedagogical Issues A critical part of developing a rubric is determining what is minimally required for "credit". Working in groups of three or four, determine the minimal requirements for a "credit" solution to each of the L-PoWs in the packet. This establishes the boundary between credit and NO credit. Compare student responses to your expected solution. Which of these would you identify as clearly "exemplary", clearly "insufficient", or "close to the boundary"? What clues could you give to a student who's submission is close but not yet at the "credit" boundary, that would indicate a direction without "giving away" the solution.

 2:20 - 2:30 What obstacles are there to your use of the PoWs?