Mentoring Each Other: Teaching Teachers to Teach with PBL

Carmel Schettino with Miriam Singer and Kristen McVaugh

95- Mentoring Each Other – Teaching Teachers to Teach with PBL

Thursday, April 14 9:45 am – 11:00 am

Yerba Buena 14/15 Marriott

| on the web at

Additional Resources:

Slides from NCTM 2016 Presentation 

Revised Problem Set Grading Rubric new (this is the rubric we used in grading assessments where we gave feedback first and then grades)

Blogposts about the Assessment/Revision Process

  1. Why teachers don’t give feedback before grades (and why we should)
  2. Someday I’ll get this Assessment Thing Right…

Rubrics for Assesment Schettino 2014 (this is the general rubric we use for class contribution and journal writing)

Blogposts about Metacognitive Journaling

  1. Revisiting Journals: Getting Kids to Look Back
  2. What does “Making Students Metacognitive” mean?
  3. Using Journal Writing in PBL

Typology of Participant Behavior in PBL Typology of Participant Behavior in PBL2 (two separate documents describing “types” of students that could be issues in a PBL classroom)

Wrong is Not Always Bad (great article for beginner PBL teachers)

Keeping a Journal for Math Class (information for students who are new at writing in math class)

RPBL Framework full diagram (Schettino, 2013) – the four  main components of a PBL Classroom to consider in educating teachers in the pedagogy

Here’s another resource that I will reference:

This video titled “Teachers Problem Solving” is of two novice teachers during a professional development workshop, being prompted by me while doing a novel problem.  They were experiencing what their students would experience in a PBL classroom – not knowing what to do next, having to conjecture, and ask questions of each other.  It was a good experience for teachers to go through.  For training purposes, it is good to see what questions they asked and what questions I asked as well.

The problem they are solving is this: Three round pipes of diameter 12 cm are held together by a metal band.  How long is the metal band?

If you are interested in further professional development about problem-based learning, this summer I am running a Problem-Based Learning Summit at Deerfield Academy Resized PBL for Website from July 18-22  – Click here for more details.

Carmel Schettino

Carmel Schettino

With Problem-Based Learning in Mathematics as her specialization, Carmel obtained a Ph.D. in Math Education while teaching at the secondary level for over 25 years. She is passionate about helping teachers grapple with the pedagogical and curricular questions that rise when PBL is brought into the math classroom. Other areas of expertise include gender equity, discourse, technological implications and PBL's relationship to the Common Core. Carmel has consulted for a number of schools, presented for the NCTM and published articles with respect to PBL in the Secondary Mathematics Classroom.

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