Summary of information for a mathematics teaching conference specifically for teachers who are committed to or interested in PBL math

1. July 16-19, 2015
Deerfield, MA
Contact: Carmel Schettino, Ph.D.

2. A Different Type of Conference
This is a time and space for gathering and
sharing of ideas, experiences and resources
related to the teaching of mathematics using
problem-based learning. Whether you use the
term inquiry-based learning, Harkness
Method, discovery or student-centered
learning, if you are a teacher who is using a
discussion-based approach to teaching
mathematics centered on student
presentations of partial solutions, you are
invited to come and be a part of this unique
summit for mathematics teachers.

3. Definition of PBL in use:
“An approach to curriculum and pedagogy
where student learning and content
material are (co)-constructed by students
and teachers through mostly contextually-
based problems in a discussion-based
classroom where student voice, experience,
and prior knowledge are valued in a non-
hierarchical environment.”
(Schettino, 2013)

4. Key Note Address Speakers
Friday, July 17, 7:00 pm
“Inquiry-Based Learning Mathematics: Pedagogy, Research and
Practice”
Phil Hotchkiss, Ph.D. and Julian Fleron, Ph.D., Westfield State
University and the Discovering the Art of Mathematics Project.
(@PKHotchkissWSU)
The DAoM project (www.artofmathematics.org) has been hailed by Steven
Strogatz as helping students to understand the “pleasure of
thinking, the pleasure of wrestling with a problem that
fascinates.” Fleron and Hotchkiss will discuss the progress of the
project, insights on mistake making, whole class discussion and
student questioning, as well as the state of IBL at the college
level nationwide.

5. Key Note Address Speakers
Saturday, July 18, 7:00 pm
“What’s Grit Got to Do With It?: PBL Math, Learning and
Persistence”
Carmel Schettino, Ph.D, Deerfield Academy
(@SchettinoPBL)
Many proponents of PBL in education claim that “Grit
happens in PBL” (Larmer, 2014, edutopia.org), however, others
say that it pushes students in ways that can be too
discouraging. In a year-long study across two schools and
multiple classrooms, students learning with PBL in both coed
and single-sex mathematics classrooms looked at their grit
and persistence with respect to problem solving and attitudes
towards learning mathematics.

6. Special Interest Groups
• At four different times during the summit, participants will be able
to break into smaller discussion groups to find an interest topic into
which they would like to take a deep dive. These topics will include:
A – Assessment Methods (including Metacognitive Journal writing and SBG)
B – Use of Technology
C – Curriculum Development/Adaption
D – Dealing with Obstacles
• You will be able to choose which session you would like to attend on
both Day 1 and Day 2 with group and A & B alternately meeting in
the morning and afternoon of Day 1 and then C & D meeting
alternately in the morning and afternoon on Day 2. Facilitators will
be in each group with focus questions, activities and main ideas to
move the discussion forward and to organize collective recording of
action goals for you and the group. The rich discussion can carry on
into free time or social hour as well. Bring your concerns and ideas,
including hard copies of anything you wish to share.

7. PBL Jam Sessions (PB&J, for short)
In these sessions, we will hear from four
teachers with a variety of different PBL math
experiences. They will discuss the methods
used at their schools, the ways in which they
have been challenged, obstacles faced,
curricula used and any other issues they
choose to incorporate in their discussion.
This will lead to an open “jam session” in
which the larger group will ask questions and
share ideas about the different experiences
and how it might relate to your own
experience at your school.

8. PBL Jam Session Presenters
• Mary Chin teaches at Arete Preparatory Academy, a public charter school outside of Phoenix, AZ with about 500 students for
6-12th grades. As the first in the Great Hearts charter school network to implement PBL, they have just finished their fourth
year of teaching with this method. They utilize the materials from Phillips Exeter Academy for grades 8-12 and all students
take the same classes with all be honors level and no tracking. Class size ranges from 16-25. (@marychin14)
• Johnothon Sauer teaches at William Mason High School, the largest public high school in Ohio with over 3600 students in
grades 9-12. Academically, they are consistently ranked as one of the top 10 schools in the state. Our size allows us to offer a
wide variety of academic, arts, and athletic programs, including 20 AP courses, over 40 courses in the visual and performing
arts, 28 varsity sports teams, and 80 school-sponsored clubs. This is the third full school year in which Johnothon is teaching
honors pre-calculus through discussion-based learning and he also spearheaded a team of Algebra 1 teachers which have
started teaching with the method this year as well. Johnothon has also authored and compiled a collection of his own teaching
materials with his colleagues. (@JASauer)
• Cindy Reagan teaches at St. Ignatius School in Cincinnati, Ohio – a Jesuit, college preparatory high school for boys founded in
1886. With over 1500 students from 7 counties, St. Ignatius is socio-economically, culturally, ethnically, and geographically
diverse. In math, our class sizes average about 27 students per class. Part of our school's mission is that students are
challenged to academic excellence, emphasizing critical thinking and communication skills, and learning to be open to
growth - which fits wonderfully with Problem-Based Learning. Five years ago, Cindy was first exposed to PBL at Phillips
Exeter’s urban Math Institute in Cleveland and it changed her educational life. She currently teaches Algebra I and Honors
PreCalculus with PBL and others as “hybrid” courses. (@cjreagan)
• Janet Cowan teaches at the Applewild School in Fitchburg, MA – an independent day school that serves grades K-8. She also
serves as Math Department Chair for the Upper School (grades 6-8) and oversees professional development and over the past 8
years she has led the effort towards a more problem-focused math curriculum throughout the K-8 school, including the
implementation of key texts and programs at all grade levels. “Middle school is the perfect time to develop problem based
learning in math,” says Cowan. “Students at this age are receptive to learning how to collaborate, and they are willing to take
the chance that they might make a mistake. They also really enjoy testing their limits.” Aside from constantly tweaking her
own classroom practice in problem based learning, she regularly models and coaches other teachers on how to scaffold deep
problem solving for younger students.

9. Summit Schedule
Thursday, July 16 Friday, July 17 Saturday, July 18 Sunday, July 19
8:00-8:30 am Breakfast 8:00-8:30 am Breakfast 8:00-8:45 Breakfast
9:00-10:15 am PBL Jam
Session 1
9:00-10:15 am PBL Jam
Session 3
9:00-10:00 Checkout of
rooms
10:30-11:45 am Special
Interest Group Session
A/B
10:30-11:45 am Special
Interest Group Session
C/D
11:45-12:30 Lunch 11:45-12:30 Lunch
1:00-2:15 pm PBL Jam
Session 2
1:00-2:15 pm PBL Jam
Session 4
2:30-3:45 SIG Session B/A 2:30-3:45 SIG Session
D/C
4-5:30 pm Arrivals and
Registration
4:00-6:00 Free Time 4:00-6:00 Free Time
5:00 pm Dinner 6:00-6:45 pm Dinner 6:00-6:45 pm Dinner
7:30-10:30 Welcome
Activities and Reception
7:00-8:00 Key Note
Address
8:00-11:00
Reception/Social Hour
7:00-8:00 Key Note
Address
8:00-11:00
Reception/Social Hour

10. Keep your eyes open!
• Registration begins mid-January
• Finalization of pricing coming
• Participation will be limited
• For more information see
http://www.carmelschettino.com/wp/pbl-math-
teaching-summit-2015/