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they are confident about their answers and about their solution strategies. This will also model that it is important to give students ampletime to work on a problem before discussing answers to that problem.6. Although there is no explicit attention to instructional practice in these content professional development sessions, discussing implicationsfor teaching will help deepen participants’ own understanding. You are encouraged to tailor those discussions to the needs of each groupof participants. For example, if participants are all using a common set of curriculum materials, you may want to lead some discussionsrelated to those materials. Be careful, however, not to lose the emphasis on deepening participants’ knowledge of mathematics.7. Approximate times are given for each problem set, but you will need to create an agenda that responds to the specific parameters of howyou are working with participants. For example, you might schedule these sessions on two consecutive days or you might schedule themacross four half-days. Extra time will be needed for the Reflection at the end of the Problem Sets. There may be too many problems forparticipants to complete comfortably in a two-day session, so you need to think carefully about which problems you ask participants tosolve in each Problem Set. Alternately, you may choose to omit some Problem Sets completely.
These professional development materials were designed with the following assumptions about logistics for the meetings.1. Participants will primarily be classroom teachers of mathematics from grades 6-8. (There are different sets of problems for teachersfrom grades K-2 and 3-5.) Modifications may need to be made if there are significant numbers of ELL teachers or special educationteachers.2. Participants should be seated at tables of 3-6 people each.
Discussions among participants are strongly encouraged
.3. The problem sets need to be copied prior to the start of the sessions. You will also need a computer and projector for display of theslides, chart paper and markers, graph paper, rulers, adding machine tape, and enough space for small groups of participants to work comfortably. A document camera might also be useful.
The materials were developed by a team of Washington educators:Kathryn Absten, ESD 114 George Bright, OSPI Jewel Brumley, Yakima School District Boo Drury, OSPI Andrea English, Arlington School District Karrin Lewis, OSPI