Part 1
What is this workshop about? What was a key factor in my classroom transformation?
Part 2
Experience a 3 Act Math lesson as a student!
Assignment 1
What was Act 1, 2, and 3 of the Stacking Cups lesson?
Part 3
Why should we use 3 Act Math? When is the best time to use it? Do we have time to use it?
Assignment 2
Choose a grade level to explore my favorite 3 Act lessons, and take note of your favorite lesson because we’ll use it later in the workshop!
Part 4
What are important practices for getting the most out of every 3 Act lesson?
Assignment 3
Plan your favorite 3 Act lesson from Assignment 2 with the 5 Practices. Use the template document as your guide and feel free to reference my planning for Stacking Cups.
Part 5
Do we really need to fully plan with the 5 Practices every time? What’s next in this workshop?
Step 1
Watch Robert Kaplinsky uncover a common issue.
Step 2
Watch from 4:28 to 7:29 in this video to see Dan Meyer‘s solution.
Step 3
How can we apply Dan’s philosophy to textbook problems, vocabulary, and worksheets?
Assignment 4
Find a textbook problem, vocabulary word, or worksheet and adapt it based on what we saw in Part 5. If you need sample problems to use, feel free to use these.
Part 6
How can we create an intellectual need for math?
Assignment 5
Choose a concept from your grade level and create a headache for it. Check out Dan’s Google Doc for inspiration!
Part 7
What is the easiest way to unlock curiosity every single day?
Part 8
What was one of the two most important changes I ever made? What are some foundational pieces to teaching with groups?
Part 9
Experience an everyday lesson as a student!
Part 10 – Learning Strategies
Let’s go into more detail about the strategies that were displayed in Part 9.
Quick Write / Silent Work Time
Although we work in groups all class, it’s still important to provide independent work time. Therefore, look for spots in your lesson to integrate independent work and/or quick writes even if it’s just for a few minutes.
Full Release Group Work
It’s okay to fully release groups to work for extended periods of time without much structure. However, I usually prefer to limit these moments to 15 minutes or less. Students may reach their self-leadership limits and need structure once again.
Part 11
What was the planning behind the modeled lesson in Part 9? How do we know when to use each learning strategy from Part 10?
Assignment 6
Chunk a lesson from your curriculum! Use a marker to put a box around each chunk and make sure to write which learning strategy you’ll use in each one.
Part 12
What are my go-to activities for getting groups talking and mixing up daily routines?
Part 13
Make sure you have a pencil, 4 different colored markers, and you print the handouts.
Part 14
Where have we gone and what comes next?
When Math Happens 
Thank you for this course! I found it extremely interesting and engaging. Despite being an elementary educator there are a lot of connections to be made. I’d love to learn more about breaking down word problems down to an essential question that sparks inquiry and curiosity. What resources do you recommend for that? It doesn’t come easily for me.
Thank you for the kind words! I really appreciate it!
I’m having trouble finding resources about this, but Dan Meyer is where I always start. You might find some helpful blog posts on this tag page:
https://blog.mrmeyer.com/tag/developingthequestion/
Also, his entire TED talk is helpful:
Hope that helps! Thanks again!