robert kaplinsky problem solving framework

Mr Barton Maths Podcast

Long-form conversations about teaching and learning with craig barton.

#114 Robert Kaplinsky: Depth of Knowledge, Open Middle Problems and effective CPD

Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. All show notes, resources and videos here: https://www.mrbartonmaths.com/blog/

Robert is a US maths educationalist and all round legend. He is the brains behind the Open Middle website, and the depth of knowledge framework. In this episode we delve deep into problem solving using those two key ideas as a stimulus, and also discuss effective CPD. It is a good one!

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/robert-kaplinky-depth-of-knowledge-open-middle-problems-and-effective-cpd/ 

I have produced a series of online workshops . High-quality, low-cost, professional development you can take at a time and place that suits you.

Find out more here:  craigbarton.podia.com

Hello and welcome to another episode of the  Mr Barton Maths podcast , with me Craig Barton.

This time around I spoke to Robert Kaplinsky.

Robert has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world. He is also the author of Open Middle Math: Problems That Unlock Student Thinking, Grade 6-12, creator of the #ObserveMe movement, and co-founder of Open Middle.

I have been wanting to get Robert on the show for ages. I love Open Middle, I love the lesson idea he shares on his blog, and I love getting his emails in my inbox with subject lines like: Ready for controversy? I don’t think we should be training all teachers…

And I tell you what, he did not disappoint.

So, in a wide ranging conversation,we discussed the following things, and plenty more besides:

• What is Robert’s favourite failure, and what did he learn from the experience? And it is a cracker!
• What are the current areas of interest and debate amongst US maths teachers?
• Can you teach problem solving like you can teach adding fractions?
• What is the Depth of Knowledge framework, and what would it look like for something like ordering fractions?
• What are Open Middle problems – and again Robert provides us with a cracking example
• What has Robert learned about getting the most out of Open Middle problems?
• Why does Robert think online CPD is the future?
• And what is something important that Robert has changed his mind about?

I loved this conversation. It is always fascinating to get to speak to educators from different parts of the world, and this interview fits nicely into my US Collection, together with Dan Meyer and Michael Pershan. I hope you will take a lot away from it.

Robert Kaplinsky’s Big 3: 1.  openmiddle.com 2. robertkaplinsky.com 3. grassrootsworkshops.com

My usual plugs:

• My online courses are here:  craigbarton.podia.com
• My books are “ Reflect, Expect, Check, Explain ” and “ How I wish I’d taught maths ”
• If you are interested in sponsoring an episode of the show, then drop me an email at  [email protected]
• You can help support the show via my Patreon page at  patreon.com/mrbartonmaths

Thanks so much for listening, stay safe, and I really hope you enjoy the show Craig Barton

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Empowered Problem Solving ® Online Workshop

Registration for my next six-week Empowered Problem Solving online workshop opens January 24, 2025 at 8 am Pacific time. This workshop is asynchronous and self-paced with no set meeting time.

You can choose between standard 4-month access for $345 or extended 12-month access for $414. The workshop begins on February 10, 2025 and ends on March 22, 2025. Standard access to the workshop content continues until May 30, 2025 and extended access continues until February 10, 2026.

If you have any questions or want to register at another time, please email me at [email protected].

Registration opens January 24, 2025 at 8 am Pacific time

Sign up for my emails by clicking the button below.

Receive weekly ideas you can use with your students.

Get notified as soon as registration opens.

Share this page with educators who want their students to be better problem solvers.

Download a PDF flyer about the workshop to share with others.

What This Online Workshop Has To Offer

Module 1: Why Is Problem Solving So Important?

How will this help me? I'll begin by taking you through a problem-based lesson where I break down the experience from both the student and teacher perspectives.  

What will I learn?

• What does problem solving look like? 
• How should students explain what they did? 
• Why is this change needed?  

Module 2: How Would It Work With My Students?

How will this help me? Next, I'll help you envision what this would look like with elementary, middle, and high school students by using videos of the lessons in action.   

• How do students respond to these lessons? 
• How do I support my students?  
• Why can’t I use strategies like CUBES? 
• What does it look like when students can’t apply math? 
• What should I focus on when teaching? 
• Where can I find problems to use? 
• What questions do teachers frequently ask?
• How do elementary (kinder) students respond?
• How do high school (pre-calc) students respond?
• How do I use a problem-based lesson digitally?  

Module 3: How Do I Prepare To Teach A Lesson?

How will this help me? Now, it's time to talk about practical implementation, so we'll discuss how to prepare for success so that you feel confident and ready-to-go.  

• Why should we prepare to teach these lessons? 
• What’s a problem we can practice facilitating? 
• How do I facilitate a discussion about the problem? 
• What might that discussion look like? 
• How can I practice facilitating this discussion?  

Module 4: What If It Doesn't Go As Planned?

How will this help me? I won't avoid the reality that lessons rarely go exactly as we plan. So, in this module you'll learn what to do when these issues happen.  

• How can I anticipate lesson failures in 60 seconds?
• How to handle eleven of the most common worst-case scenarios when implementing problem-based lessons. (including “What do you do when a student comes up with a strategy for solving the problem that you do not understand?”)  

Module 5: How Can I Help Students Better Understand Math Concepts?

How will this help me? Students can also learn procedural skills and conceptual understanding through problem-solving, so we'll use Open Middle problems to make it happen.  

• How can students get correct answers yet not understand? 
• How can I support both students who struggle and those looking for more challenge? 
• How do I help students persevere? 
• Where can I find more Open Middle problems to use?
• How do I use an Open Middle problem digitally?

Module 6: How Do I Merge This With What I’m Already Doing?

How will this help me? We'll wrap up the workshop by making sure you feel comfortable integrating these ideas with your current workflow.  

• How do we make time for this? 
• How do I fit this into my pacing plan? 
• How do I assess problem-based lessons? 
• What should I tell people who observe me? 
• How do I stay focused on what’s important?  

My Guarantee

If you complete my workshop and do not learn anything you can use with your students, email me at [email protected] within 10 business days of the workshop ending and I will give you a full refund .

I estimate an average of ~3 hours of work each week for the six-week workshop. You have access to the workshop content for 4 months with standard access and 12 months with extended access.

My workshop will be an engaging mix of actionable ideas, thought-provoking reflections, and kinda funny jokes.  

My Empowered Problem Solving workshop is compatible with any device.

About Me Hi, I’m Robert. I’ve been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world. I’m also the author of Open Middle Math: Problems That Unlock Student Thinking and creator of the #ObserveMe movement.

#epsworkshop

Workshop participant testimonials.

“I felt confident this online workshop would be a solid, useful, and enjoyable experience . I wasn’t disappointed. The interactive format, readily applicable strategies and material, sharp production value, and the ability to hit ‘replay’ whenever I wanted, made Robert’s Empowered Problem Solving workshop a worthwhile professional development choice .” – Carole Seubert, Math Instructional Lead Teacher in Upper Marlboro, MD

"Often in a workshop, I hear 1 or 2 things that resonate with me, and, because I teach in a small, private school that has unique characteristics such as no grading, most of it does not apply to me. But every segment of this workshop had moments that resonated with me as a teacher and as a person. Your ideas can be implemented not just in Common Core state s , which Virginia is not, not just in public school s , which mine is not, not just in certain types of classrooms, but in any classroo m , for any teacher who wants to do a better job reaching and teaching students. You have expanded my sense of what’s possible and what’s necessary for problem-based learning." – Katrien Vance, Teacher in Afton, Virginia  

"This workshop is excellent. I worked on Three Act Tasks and I practiced anticipating outcomes and ordering work. I now use Open Middle Problems with all of my students. I appreciated your feedback and quick email responses . The site was also very easy to navigate and I did it on a cell phone on my commute." – Christina Howard, Teacher in Jackson Heights, NY  

“I’ve been doing a lot of problem based lessons over the course of my career, but it has been really great to see how this workshop is organized in a much more structured and comprehensive manner , where the vast majority of predictable scenarios have been examined and planned for.” – Richard Blatherwick, Teacher in Brooklyn, NY 

"Great job with the sound quality and captions. The audio was crisp and clear. The captions were fantastic . I especially loved how you made sure the audience comments were closed captioned and they had the microphone too! You, also, repeated back the audience comments when we could not hear what they said. These little details really help the Deaf and Hard of Hearing !" – Stephanie Disrude, Teacher in Crescent City, CA

"This is truly the most relevant and useful workshop I have taken . You have carefully thought through all we need to implement problem based lessons. You did a great job in making sense of the levels of Depth of Knowledge. I don’t think I’ve seen a better explanation. For me, this has been transforming . It's exciting and I have revamped the way I do things for my adult learners." – Dee Mallie, Teacher in Elgin, IL  

How Participants Describe The Workshop

What My Peers Say About Me

"Robert is always one of my favorite presenters I like to go see at any conference I attend. He does not disappoint with Empowered Problem Solving. You get to learn from Robert in the comfort of your home and get practical strategies and classroom ideas to help you empower your students to become problem solvers, not just answer getters."

– Christina Tondevold, Online Math PD Facilitator

"Robert’s workshops are some of the most engaging, useful, and well designed math professional development I’ve ever been in. His workshops are ‘low floor, high ceiling’ math pd. They’re accessible to all math educators and allow us to productively struggle with new strategies and activities in order for us to shift our pedagogy and provide a fun, open, and challenging environment for our students."

– Ed Campos Jr., Educator, National Presenter

"Robert understands the teaching skills necessary to help students learn challenging mathematics, as well as how to help teachers develop that exact same skillset. Robert is easygoing, empathetic, and he'll challenge you to become the best teacher you can be."

– Dan Meyer, TEDx speaker, Chief Academic Officer at Desmos

"I have seen how powerful Robert's Open Middle problems are with my future teachers. He mentions that one Open Middle problem can replace a worksheet and that is absolutely true. Not only does it replace a worksheet but there is so much more critical thinking and curiosity happening when students do these types of problems."

– Howie Hua, Lecturer 

"Robert is an exceptionally dedicated educator, a thoughtful listener, and an powerful builder of community. He understands the challenges that math teachers face every day. Instead of hand-waving or confusing ed-speak, Robert offers teachers and admins concrete strategies for engaging students in meaningful ways. Robert is a math teacher through-and-through, and is one of my favorite people to learn with and learn from."

– Karim Ani, Founder of Citizen Math

How Does My Workshop Compare?

Past clients.

Bonuses Only Available In This Workshop

Live Question and Answer Chat on 3/26/25 at 5 pm Pacific time

While I regularly reply to workshop participants on the message board, I'll also have a live chat that's free to everyone who registers. This will be your chance to ask any other questions you have. I'll also give you a way to ask questions early and I'll record it if you can't be there live.

Problem-Based Lesson Planning Checklist

If you wanted to use a problem-based lesson with your students tomorrow, would you know what’s essential to get done so you’re ready to go, or what would be very helpful to do if you have more time? I’ll break down everything you need to do in a two-page PDF you can have handy when you need it.  

Problem-Based Lesson Troubleshooting Guide

I’ve made a problem-based lesson troubleshooting guide for the eleven most common worst case scenarios when using a problem-based lesson. I realize that in those situations, you’re not going to want to look back at your workshop notes. So, it breaks down the issues that happen before students start working on their own and the ones that happen after they start working on their own.  

Empowered Problem Solving Workshop Overview

After the workshop's done, you're probably going to want to refer back to what you've learned. So, I've made an overview that has links to all the resources, blog posts, lessons, and videos we'll talk about.

Empowered Problem Solving Executive Summary

I’ve made an executive summary that breaks down the big ideas of what we covered so that you can share it with administrators or colleagues who want you to explain what you learned during the workshop.

Hybrid Implementation Guide

If you’re planning on having educators watch the workshop videos on their own and then discuss the workshop together, then this guide is for you! 

I include three facilitation options, general best practices, and the lessons I'd prioritize if you have limited time. It also comes with discussion questions you can ask to get conversations going.

Frequently Asked Questions (FAQ)

That's a fair question, so here are my thoughts. Think back to when you used your first real world lesson or Open Middle problem with your students. How did it go? If you're like me, you may have had some good moments but also things you wish went differently. I imagine that as you've used them more often, things have gotten better. Maybe kids are more engaged, conversations are richer, and misconceptions are easier to spot. What's worth realizing is that the lessons and problems you're using haven't changed, but your facilitation skills have likely grown. My workshop is all about helping build these facilitation skills so that you feel like you've taught a lesson three or four times before you've even used it once. So while my workshop may not introduce you to many new ideas, it should help you take the ones you're already familiar with and help you implement them even better.

Math conferences can be hit or miss, depending on the presenters you see. In the best case scenario, you see many great presenters, but when you only spend 60 to 90 minutes with them, you rarely leave with enough experience to comfortably implement what you learned. In the worst case scenario, you see many mediocre presenters and it feels like a big waste of time. In contrast, my workshop is an extended experience with specific topics. If you want to teach math through problem solving and are interested in learning how to implement problem-based lessons and higher Depth of Knowledge Open Middle problems, then you are likely to be happy with the results. If you are not interested in those topics, then you shouldn't register.

When I was a new teacher and still earning credits to move over on the pay scale, I took two classes with universities that offered online courses. While it was convenient to take a course without leaving my house, I didn't feel like what I was learning was current and relevant to what I wanted to do with my students. I didn't know who the instructor was or if the instructor knew their content well. So with my online workshop, I hope that you have a much better idea of what you are getting and can see that the learning is current and relevant. I hope you believe that I am able to help you implement the strategies you are looking for.

My workshop is about strategies you can use to help students deeply understand and make sense of mathematics. The focus is not on the content standards but rather the strategies we can use to teach them. These strategies help all students learn, from kindergarten through high school and beyond. Previous online workshop participants have spanned the grade levels from early elementary school though middle school, high school, and college. I've got video from lessons with students from kindergarten, eighth grade, and pre-calculus. So, if you're concerned that this workshop won't have strategies you can use at your grade level, don't worry. I guarantee it will and will give you a full refund if you complete the workshop and disagree. If you're curious because you are less comfortable with math outside your grade level and wonder if my workshop will be a good fit, the problems I use as examples are from the upper elementary and middle school range. Please email me at [email protected] if you want to talk about this in more detail.

This is an online workshop, so you need to have an Internet connected device and feel comfortable browsing websites. Most devices including computers, tablets (such as iPads), and phones should have no problem using the site. You will need to have the ability to watch videos and some school districts block websites that play videos. If you can see the video at the top of the page, you're probably going to be fine. Also, please ensure that emails from [email protected] will be received and not go to your SPAM folder.

Yes. Download the flyer here and feel free to share it with others.

To register using a purchase order, click on one of the "Yes, I want to register!!" buttons and continue through the checkout process. Choose the "Purchase Order" payment option, list who Grassroots Workshops should follow up with for payment, and then complete the checkout process. If you already know the purchase order number, you can enter it then. If you don't, you can leave that field blank and enter it later when you get it. The person you list as the follow up person should receive an email with a receipt soon afterwards. That person can use the link in the email to submit the purchase order number or pay via check or credit card. Checks should be made payable to Grassroots Workshops and sent to: 703 Pier Ave Suite B362 Hermosa Beach, CA 90254

I totally get that a two-week window makes registering for my workshop challenging when it takes a long time to get approval from your administrators or school district. In most cases, we can usually find a way to make this work. Email me at [email protected] about your situation and we can take it from there.

All you'll need for this are the email addresses for everyone you want to register. Begin by clicking on a "Yes, I want to register!!" button. Then, in the "Order Summary" section, change the number of registrations to the amount you want. Next, enter your "Contact Information" and click on the "Continue" button. In the next step, you'll have an opportunity to enter the people you'd like to register. Here you can type or copy and paste the email addresses. They can be separated by commas, spaces, semicolons, or returns. Then just complete the registration process like normal.

I want this workshop to be accessible to everyone. So, please email me at [email protected] , explain your situation, and we'll see what we can work out.

You should receive two emails shortly after you register. One email will be your receipt from Grassroots Workshops, where the workshop is hosted. Another email will be from me and will have all the information you'll need to get started. At the bottom of that email will be a button you can click to get started. If you already have a Grassroots Workshops account, you'll be able to log in. Otherwise you'll get to set up your account and then log in. There you'll be able to check out the welcome video, download the resources including the bonuses, and get ready for when the workshop officially begins.

This is not a workshop where you never hear from the instructor after you sign up. In addition to sending out emails and videos about what to expect, I will be very engaged on the message board and interact with posted questions and comments. Please email me at [email protected] at any time if you are not receiving the attention you need.

Yes, all videos used in this workshop have closed captions entered by hand. I have reviewed every minute of it to ensure that the captions are correct.

No. This workshop is asynchronous and self-paced with no set meeting time. You can do it at any time of the day or night. The only exception is the optional live question and answer chat which will be recorded and uploaded for you to watch later if you can't join it live.

• Module 1: ~3 hours
• Module 2: ~3 hours
• Module 3: ~4 hours
• Module 4: ~3 hours
• Module 5: ~2 hours
• Module 6: ~1 hours

While there is no homework or extra assignments associated with this workshop, I provide several math problems that are very valuable to do. We explore these problems in terms of how students experience them and how teachers facilitate them. There is also an article to read, some activities to do on your own or with colleagues, and a message board you can interact with others on. There are no papers, reports, essays, or other written documents you must do as a part of this workshop. The only exception is if you sign up to earn graduate level professional development credits. In that case, any work you do will be submitted directly to the University of Massachusetts Global.

You can earn two to four graduate level professional development credits through the University of Massachusetts Global. You must register for EDTU 9020: Empowered Problem Solving to earn the credits. Please check with your school or district to determine whether these credits are accepted. Note that these credits require additional fees ($80 per credit) and follow-up assignments .

If you need professional development for your teaching credential/license/certificate, my workshop might be able to help you out. Just go to Grassroots Workshops and check out the information for where you live.

Yes. After the workshop is over, participants will be able to download an electronic certificate of participation (or certificate of completion if you complete the workshop). It will list the date, the number of professional development hours you earned, your name, my workshop's name, and my name. If you need any other information on your certificate, just email [email protected] and explain what you need to have added.

If you complete my workshop and do not learn anything you can use with your students, email me at [email protected] within 10 business days of the workshop ending and I will give you a full refund.

Find resources for online meetings/presentations/classes/events !

What seems to be the problem.

One thing I love about the COABE conference is that you never know where you are going to find inspiration. Sometimes you attend a session that is pure gold from start to finish, but more often than not, it’s the little nuggets of gold that are buried within a session that I find most valuable.

This is how I found out about Robert Kaplinsky and his problem-solving framework during last week’s national conference. I was attending a session that focused on a 4-step process for lesson planning, and the presenter included a single slide with the framework. As I am not a math teacher, I had never heard of Mr. Kaplinsky, but the framework got my ACES senses tingling, so I took to Google to find out more.

What I found is that Robert Kaplinsky has an entire website devoted to helping students become better problem solvers, critical thinkers, and mathematical reasoners. His website contains a number of free, downloadable lesson plans that are built around real-life situations and take a problem-based learning approach. The lessons are leveled from Kindergarten through 8 th grade, with additional lessons for Algebra and Geometry.

Many of the lessons could be included as math or numeracy practice in integrated and contextualized lessons or units that focus on larger themes, such as safety, transportation, health literacy, and financial literacy. The lessons contain high-interest materials, such as videos and infographics, and they are aligned to content standards. In short, these are high-quality learning materials, and they are absolutely free . You don’t even need to create a user account.

Kaplinsky’s problem-solving framework

While the outstanding lessons certainly provide enough of a reason to visit Mr. Kaplinsky’s website, it’s the Problem Solving Framework that I would like to highlight. The framework can be found by clicking on resources and then Problem-Based Lesson Tools :

The framework, along with the website, has also been added to the ACES resource library under Critical Thinking .

One thing that I noticed about it right away is this is version 8.1 of the framework, and Mr. Kaplinsky has a blog post that discusses some of his previous versions and the changes that he’s made ( The Problem Solving Framework’s Evolution ). I appreciate knowing that this has been a work in progress since 2012. I think that speaks both to Mr. Kaplinsky’s passion and his devotion.

The framework gives students a series of questions to think about as they try to solve a problem. It basically teaches them how to ask the questions that they should be asking themselves as they work through a problem.

• Define the Problem: What problem are you trying to figure out? What estimates do you have?
• Analyze the Problem: What info do you already know the problem? What info do you need about the problem?
• Solve the Problem: What is your conclusion? How did you reach that conclusion?

The ACES connection

This is all wonderful and amazing, but, as I have already mentioned, I am not a math teacher, so what’s my interest in this? Well, I see this simple framework as having useful applications outside of the math classroom. We know that problem-solving skills are extremely important. They are defined in the Critical Thinking category of the Transitions Integration Framework (TIF) .

Specifically, Skill 2 tells us that we should be teaching our adult learners how to:

• Clearly articulate the component parts of a problem
• Identify the information needed to solve a problem
• Identify and evaluate potential solutions

Sounds a lot like a certain framework someone was just telling you about, doesn’t it?

We know that using a problem-based instructional approach has many benefits for adult learners. The lessons are generally highly engaging , which means learners are motivated to learn. The lessons tend to work well for integrating multiple sets of standards or skills , and they are easy to connect to authentic, real-world contexts . Here are just a few ideas for how the Problem Solving Framework could be used in an ABE classroom:

• Figuring out how much money a person would need to earn in order to maintain a certain lifestyle
• Calculating how much money a new job would have to pay in order to make it worth it to relocate to a new city
• Planning how much time (and/or money) would be needed to reach a particular goal
• Calculating how many hours would need to be worked in order to make a large purchase
• Estimating how many students would need to enroll in a class and how often they would need to attend in order to pay the teacher’s salary

Admittedly, my examples all still have something to do with numbers, but I think the framework could be used to help students unpack a writing prompt, for example, or understand a complex question on the GED test. Try swapping the word “problem” for “question” or “prompt” in the questions from the framework, and see what develops. Put your adaptive expertise to use, and soon you’ll be helping your students develop the critical thinking skills that employers prize.

ACES Spring Webinar – April 21

For more opportunities to connect with ACES, please join us on Wednesday, April 21, 2021 for the ACES Spring Webinar. The topic, which was suggested by previous webinar participants, will be using ACES/TIF to teach Workforce Preparation Skills. We will be joined by three teachers during the webinar who will share lessons they have developed for IET and IELCE classes that successfully address the workforce preparation requirement by aligning the lesson to ACES/TIF.

REGISTER NOW >>

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_peterprior

An educational journey

Problem Solving framework… and some problems/questions

Riding on the back of Robert Kaplinsky’s ideas on problem solving , I wanted to store a copy of his framework for thinking and return at some point to reflect further on this myself from my classroom experiences…

Problem-Solving-Framework-v8.1

And perhaps put here some problem solving resources:

E.g. from the CMA newsletter: Questions; Solutions

Another one from CMA (thanks :))

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Jake Miller

#EduGIF Guy. Speaker. Tech Integration Specialist. Google Apps for Edu Trainer. Nerd. #EduDuctTape Podcast Host.

Robert Kaplinsky: Teaching Mathematical Problem-Solving Digitally

#eduducttape s03-e049.

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Listen on YouTube here

• PolyUp.com – Fall Math and STEM Challenge – Visit PolyUp.com and click apply for a grant, or AVID schools sign up via polyup.com/c/AVIDrocks
• TextHelp – Sign up for a free EquatIO teacher account at   text.help/equatio-fft
• Robert has been an educator since 2003 as a classroom teacher, teacher specialist, instructor for the UCLA, and presenter at conferences around the world. He’s the author of Open Middle Math: Problems That Unlock Student Thinking and created the #ObserveMe movement .  He’s also the founder and president of Grassroots Workshops .
• Contact Info: @robertkaplinsky on Twitter , @robert_kaplinsky on Instagram , @robertkaplinsky on Facebook , robertkaplinsky.com , openmiddle.com , grassrootsworkshops.com , [email protected]
• 2 Truths & 1 Lie
• “We are coming from a position where we have always taught it without technology, we should give ourselves a lot of grace.”
• Find similar problems at robertkaplinsky.com/lessons
• Desmos has pre-built classroom activities , as well as the “Activity Builder” for making your own.
• Use drag-and-drop editing to add content to an interactive slide deck (text boxes, sketches, graphs, etc.)
• Slides can be oneway (providing info to students) or interactive (text questions, drag-and-drop, sketch, card sorts, etc.)
• Can see an overlay view that is similar to what Pear Deck offers
• Teacher.desmos.com
• Desmos Marbleslides
• Desmos can anonymize student names and  freeze student screens
• Sliders let students explore elements of problems, patterns, and graphs (for example, changing the m or b in y=mx + b)
• “A lot of the way that we value mathematics in the United States is on getting the right answers quickly and efficiently. As a teacher, I was really good at creating math robots who could get the answers, but really didn’t know what they were talking about.”
•  Focus on real-world problem-solving in mathematics → mathematical modeling
• “It’s easy to enter into, but challenging to master and that, I think, is very satisfying in general.”
• Find problems on https://www.openmiddle.com/
• Learn why educators’ like Open Middle problems at #WhyOpenMiddle
• Asynchronous use of the Google Slides – a separate set of slides for each kid, but that makes it more difficult to observe their work
• Synchronous – collaborative Google Slides
• The video of Robert using Pear Deck with an Open Middle problem is in this workshop .
• or The Answer Pad
• Open Middle with Desmos Activity Builder
• The Dunning-Kruger Effect – “The more that you learn, the more that you realize you don’t know.”
• Apple Podcast Review from Jated Bubbsy
• Samson Q2U Handheld Dynamic
• Audio-Technica ATR2100
• Audio-Technica ATR2100x
• Blue Snowball

Quote video above made by David Allan .

Published by

Jake is the host of the Educational Duct Tape podcast, the #EduGIF Guy, a Tech Integration Coach, speaker, Former STEM, Math & Science Teacher, and a presenter. View all posts by Jake Miller

Empowered Problem Solving

by Robert Kaplinsky

( $414.00 for 12 months of access)

Next Semester: Feb 10 - Mar 22, 2025

Registration opens Jan 24, 2025 at 8:00AM PST

Subject: Mathematics

Grade Levels:

• Elementary School
• Middle School
• High School

Semesters Offered:

• Spring 2025
• Spring 2026

16 Professional Development Hours

2-4 Graduate Level Professional Development Credits Available Click this icon for more information. ', innerClass: 'max-w-[240px]' }">

Topics Covered:

• Problem-Based Learning
• Open Middle
• Depth of Knowledge
• 3-Act Tasks

One mangrove tree will be planted Click this icon to learn more about our partnership with One Tree Planted. ' }" href="/about/one-tree-planted" class="ms-1">

About This Workshop

If you've wanted your math students to be stronger problem solvers who love learning math but would like tips and examples to help you get started whether you're teaching remotely or in person, then this workshop is for you.

We'll begin by exploring why problem solving is so important. Then we'll discuss how it would work with your students.  I'll share video from actual students lessons done remotely with middle school students as well as in person with kindergarten, eighth grade, and pre-calculus students.

From there we'll focus more on implementation including how to prepare to teach a lesson and what to do if it doesn't go as planned. We'll then address how to use problem solving to build students procedural skills and conceptual understanding. Finally, we'll wrap up the workshop by talking about how to merge these ideas with what you're already doing.

You can read more details about my workshop at robertkaplinsky.com/eps  or by emailing me at [email protected] .

About the Instructor

Robert Kaplinsky

Robert Kaplinsky co-founded and runs Open Middle, has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking , and created the #ObserveMe movement.  He has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world.  He is also the founder and president of Grassroots Workshops.

Website Open Middle Open Middle Math book

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Why We Should Reconsider Using Word Problems (And What We Should Be Doing Instead)

Monday, may 4, 2020 @ 5:00 pm - 6:00 pm edt.

Presented by Robert Kaplinsky, Educator, Speaker, and Co-Author of HMH AGA and Into AGA Hosted by Denise Singleton, Product Marketing Director, Core Mathematics Marketing, Houghton Mifflin Harcourt

Sponsored by Houghton Mifflin Harcourt

Watch the Recording

Get a CE Certificate for this edWebinar  Learn more

How do we give students the authentic mathematics experiences they need to navigate the modern world? For example, a pre-published word problem on the spread of a pandemic doesn’t really mirror real life. Factors that really matter, like social distancing or a population’s age, won’t be included. Join this edWebinar as Robert Kaplinsky, well-known mathematics educator, author, and speaker, discusses how to teach students to build skills they can use to deal with the complexities ahead.

Participants will:

• Learn how to teach through authentic problem solving
• Help students build skills they can use to tackle complexities in college, career, and beyond
• Understand why we can’t keep teaching math the way we were taught

This edWebinar will be of benefit to middle and high school teachers, school and district leaders, math curriculum directors, coaches, and department chairs. There will be time to have your questions answered at the end of the presentation.

Robert Kaplinsky is an educator, presenter, and co-author of HMH AGA and Into AGA . He has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District in CA, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world. He co-founded the website Open Middle , has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking , and created the #ObserveMe movement.

Denise Singleton has over 25 years of experience as a mathematics educator and educational content marketer. Her conversational style and enthusiasm will engage and entertain you!

Join the Building Understanding in Mathematics community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

HMH mathematics provides a complete, balanced solution and supports all teachers with a connected teaching system that truly inspires learning to take place in every moment. Partner with HMH to successfully build connections between all learners and educators as we stand ready to journey alongside you in all your learning needs!

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Problem Solving

Suggested Grade Level: PK-12

“Problem Solving is both the process by which students explore mathematics and the goal of learning mathematics.” -Susan O’Connell, Introduction to Problem Solving

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

- NCTM, Principles to Actions: Ensuring Mathematical Success for All, 2014

Problem Solving Task Bank

A curated resource of problem solving tasks organized by grade level. Each resource includes the website link and a summary of the website.

Problem Solving Framework by Robert Kaplinsky

Tool to help students solve problems. It scaffolds students' critical thinking skills and helps develop their problem solving techniques.

Problem Solving Task Framework

Student Handout

“The kind and level of thinking required of students in order to successfully engage with and solve the task.”

-Stein, Smith, Henningsen, & Silver, (2000)

Task Analysis Guide

Levels of Cognitive Demand

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