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email the facilitator at jdevarona@newtechnetwork.org

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Begin with Knows and Need to Knows (no need for an entry event).
Move onto what you notice and wonder about the problem.
or
Begin with 3 Act Math (Dan Meyers):
Act 1: Show a visual and Ask what questions come to mind that we can explore mathematically.
Act 2: Provide more info to answer the question.
Act 3: Reveal-show the answer

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Continually Refine your problem statement...before and after know/need to knows

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Just give the students the answers and make them show their process.

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Make sure you launch your problem with people outside of your content area, so they can highlight your need to knows or help you rewrite your problem, add data, etc (they'll get stuck just like the students)

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Can be workshops and games, does not have to be direct instruction

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We have to deliberately help the students along the way.
Use the problem planning form.
*We have to know where the student will get stuck so we can guide and scaffold
*never skip anticipated knows and need to knows
*you have to find a context to make this meaningful

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1. Begin with the standards
*find a place where content and practice overlap
*adapt what exists (tests, textbooks, etc.)
1. Problem____>Solution
This should be a valuable struggle with multiple outcomes.
*If students say, "Is this right?",  respond "I have no idea, show me your process?"
3. Start with the Answer!
*the conversation is more valuable if they can explain
*this forces them to verbalize their process
4. Open in the middle
*Ask: What did you notice?
What did you wonder?

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pre, during, post planning

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101qs.com-real world problem solving

wyrmath.com-would you rather, another way of asking math problems.

visualpatterns.org-to organize pattern structure (even quadratic problems)

estimation180.com-can do almost any math with this

Geoff Krall's curriculum maps https://emergentmath.com/my-problem-based-curriculum-maps/

NTN Elementary Math White Paper
https://docs.google.com/document/d/1qH38izRArtfLe-QGJ94AkEmDWsmV7nz965wUzeL4crg/edit

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Recording of PD