CPS LEARNING
  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)
    • Report Writing
  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)
    • Report Writing

A problem of practice

A problem of practice is:
"something you care about that would make a difference for student learning if you improved it." (City et al, 2009, p102)
The image below describes the key features of a rich problem of practice. It links to a powerpoint document that describes how a problem of practice is developed. Click on the link and start from slide 10. Take notes about what you think the key elements in developing a rich problem and using it are. What do we need to do?
Picture
Responses:
Has to be something we all are interested in or think is something that can and needs to be improved.
High leverage is key - the most impact and also specific enough for us to change. Needs to be within the parameters of our day to day teaching
Need to be willing to evaluate and adjust the problem of practice as we engage in the process.
Need to build up a good theory of action that relates to the problem of practice.
Everyone needs to be willing to engage with the problem of practice.
Needs to be something we can 'unpack' into more specific prblems to analyse/observe to guide observations/rounds.
A lot of discussion initially around refining the problem of practice so have a clear understanding of what needing to observe for.
Might take some time for us to refine and develop a problem of practice that is rich and effective.
We will come back to this area later in the day when we consider what our problem of practice might be. Thinking time...
What are people doing in maths lessons?
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  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)
    • Report Writing