1. Toward Developing Mathematical Thinkers: Problem Based Learning Geoff Krall emergentmath.wordpress.com

3. Entry Event: Our school board is thinking about eliminating mathematics entirely from the high school scope and sequence. We have 30 seconds to convince them otherwise. Come up with 2-3 things about math instruction that are a net benefit for your students.. What good is it? What is Math instruction uniquely positioned to do for your students?

4. Why teach math? Conrad Wolfram TED Talk Technical Skills Everyday math Logical thinking and reasoning

5. Framework for mathematical tasks

6. A diagnosis

7. We are not teaching kids to solve problems. We are teaching them to follow procedures.

8. Traditional Instruction to Project Based Learning

9. My Exponential Growth and Decay project Local! Relevant! Authentic! 21 st Century Skills!

10. My Exponential Growth and Decay project 4.5” 1.62” 1.8” 1.37” 7.29 sq in 2.466 sq in 7.29 sq in + 2.466 sq in=9.756 sq in 19.86 in 5.12 in 101.6832 sq in 9.756 sq in/101.6832 sq in = 0.0959 About 10% of the final product included mathematics???

11. Problem Based Learning

12. Problems, three ways

14. L M

15. Problems or Projects?

16. Three tasks types have been placed around the room, with examples. In your groups, discuss the following: When would this type of classroom activity be appropriate Math classroom? Let’s make a decision tree: Problems, Projects, and/or Guided Instruction

17. Let’s create a decision tree Guided InstructionProjectsProblems Lower priority (quadratic formula) When you don’t want to teach the “Why” Consider the audience Remediation/Reinforce ment Deeper Understanding Lack of prior knowledge Skill focused Provide Relevence, RW applications Integrated disciplines Instill responsibility and accountability Allow for creativity Community needs To begin discourse To engage people Inspire and Spark Encourage divergent thinking – spur creativity, multiple solutions Formative summative Enhance, extend general understanding Introduction of a concept Intro to purposeful vocabulary When might each task type be most appropriate?

18. A Framework to think about the net benefit of mathematical tasks. Using Problems to leave nowhere for the math to hide. Some decision points to decide when to use problems, projects, and guided instruction.

19. Resources emergentmath.wordpress.com Problem Planning Form [How do we plan for Problems?] Scaffolding Activities [How do we get students to talk and reason mathematically?] Formative Assessment Lessons and Tasks [Shell Centre] [Where can I find good examples of PrBL Lessons?]

20. END OF CLASS DEBRIEF Geoff Krall | gkrall@newtechnetwork.orggkrall@newtechnetwork.org emergentmath.wordpress.com