Professional Development Session

8:30 - 11:30Examining 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 - 12:30Lunch, and feel free to use this time for resource mining on the Math Forum site, as well as exploringGeometer's Sketchpad

12:30 - 2:20Examining 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 theboundary 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
cluescould 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 - 2:30What obstacles are there to your use of the PoWs?