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?