**The
SPOSA model of teaching**

**Larry
Copes**

This is problem-based teaching in the sense that the mathematical ideas grow out of work on the problem, rather than proceeding work on the problem.

** S**et the context. This step is often unnecessary.
You might say where the problem comes from. (1-2 minutes)

** P**ose
the problem, on an overhead transparency or, if students might want to mark
up a copy of a diagram, on one handout per group. Clarify any terms that might
be misunderstood, especially by ESL students. (5 minutes)

** O**bserve, usually
quietly, while groups work and selected students present their groups' ideas
to the full class. As much as possible, sit to avoid being the center of attention.
Ask clarifying questions if none of the students are doing so but you think
some would benefit. (most of the class period, perhaps more than one class period)

** S**ummarize the big ideas of the lesson,
using complete sentences prepared in advance. Introduce terminology for concepts
students have encountered. Have class pose extension problems. (5-8 minutes)

* A*ssess what you have done, making quick
notes about what you might have done differently, how you might have phrased
the problem better, etc. Also make notes about what students have shown they
understood. Students try other problems or write about what they've learned.
(5-8 minutes)