1. Michele McKinney, Jessica McCurdy Monarch School. Santa Cruz City Schools

2. 8 step process: 1. PLC – 1 POM per trimester 2. Staff chooses based on strand focus and student need 3. Staff does the POM together in Staff Dev Mtg 4. Review Teacher Notes together after struggling with the problem 5. Plan how to differentiate for different grade levels 6. Staff implements POM in classroom (ind., sm. gr. or whole class) 7. Cross Classroom Gallery Walk 8. Staff reviews student work and critiques the process

3. POM provides opportunity to apply CCSS Mathematical Practices 1. Make sense of problems and persevere in solving them 3. Construct viable arguments and critique the reasoning of others Critical thinking, group work, have several days to work on the problems Progressive cognitive load is modeled in the CCSS assessments example

5.  Students struggle with complex, rich problems. Increased perseverance.  POM problems are differentiated.  Opportunities to explain their thinking, share strategies, and critique each other’s thinking.  Poster/gallery walk provides opportunities for anonymous feedback, different solving strategies, and multi-format expression of solutions.

9.  Try, try again.  Allow for individual and small group time to work on problem.  Scaffolded process – teach a new step each time you do a POM.  Student choice – poster levels and partners.

10.  svmimac.org – MARS and POM  Illuminations.nctm.org  Insidemathematics.org for videos of POMs  Mathsolutions.org  Kise, J. A. G. (2010). Creating a coaching culture. Bloomington, IN: Solution Tree Press  Jessica Branch – jbranch@sccs.netjbranch@sccs.net  Michelle McKinney – mmckinney@sccs.net