The objective of this assignment is to help to give you practice selecting an interesting problem, presenting it to your peers, analyzing the learning of your "students," and assessing your teaching ability. In pairs, you will be asked to find with a math problem to present to your classmates. Your job in this presentation will be to engage your peers in some type of mathematical learning using this problem. As a member of the audience, you will need to write up the answers to the problem and reflect on your learning in that situation.

What to do for Presenters:

1. Select a non-routine problem to use with your peers.You can choose from the many problems posted on Blackboard. Your problem will need to be approved by me before you can present it!!

2. Solve it yourselves first (ON YOUR OWN - NO HELP FROM FRIENDS OR ANSWER KEYS!!). This will allow you to judge if the problem is reasonable. Then get the problem approved by me.

3. Complete the Problem Presentation Planning Template to describe how you are going to present the problem to your classmates. The planning template asks you to decide: 1) How you will introduce the problem to your classmates; 2) How your classmates will be expected to engage in the problem (individually, in pairs, in small groups, with manipulatives, using calculators, etc.); 3) How you will assess student learning and work on the problem; 4) Which CCLS Content standards and Math Practices your problem addresses.

4. Present your problem to the class following your plan. Collect the work of your "students." Your presentation should be no longer than 20 minutes. You will be videotaped while presenting your problem.

5. Following the presentation of your problem, you will watch your video and write a reflection on your experience. The reflection should include the following sections:

• Section 1: How did your activity go? What happened during the activity?
• Section 2: What did your peers learn from your activity? How did you know they learned this? You need to provide evidence to support your statements about your classmates' learning.
• Section 3: What did you learn from this activity about teaching and yourself as a teacher?

6. A week after your presentation, you should hand in your plan, your handouts, the work of your "students," and your reflections.

7. Grading on this presentation and its related products will follow the rubric below.

What to do for Audience Members:

1. As a member of the audience during these presentations, you are expected to engage in the solving of the problems and act in a professional and respectful manner.

2. You will be expected to write down your answers and strategies to the problem in a legible and clear fashion so that the presenters can analyze your learning.

3. At the end of the session, you will be asked to reflect on your problem solving efforts and your learning, along with your feedback to the presenters on the presentation.

4. Your participation in this presentation will be factored into your participation grade for the course.

Grading Rubric:

An "A" Presentation will:

• Demonstrate superior and noteworthy thought and preparation of your presentation.
• Demonstrate superior and noteworthy thought in analysis of your peers' learning.
• Demonstrate superior and noteworthy thought in reflection on your teaching efforts.
• Have all required elements, which are of high quality.
• Be well-written with few grammatical and mechanical errors.

A "B" Presentation will:

• Demonstrate substantional thought and preparation of your presentation.
• Demonstrate substantional thought in analysis of your peers' learning.
• Demonstrate substantional thought in reflection on your teaching efforts.
• Have most of the required elements, which are of high quality OR have all required elements which are of adequate quality.
• Be well-written with only minor errors in spelling or grammar.

A "C" lesson plan will:

• Demonstrate adequate thought and preparation of your presentation.
• Demonstrate adequate thought in analysis of your peers' learning.
• Demonstrate adequate thought in reflection on your teaching efforts.
• Have some of the required elements, which are of high quality. OR have most or all of the required elements of mediocre quality.
• Be written satisfactorily with some problems in style, grammar and/or spelling.

A "D" paper will have significant problems and will require a meeting with the instructor.

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