Towards the end of the workshop, I ask students to find a partner who does not sit at their table to discuss their work with. If you think that this will be too chaotic, you can write partner assignments on the board or overhead, or just have pre-assigned partners. The idea is to get them to talk to each other so that they gain knowledge about the problems, or get in the habit of comparing solutions and methods. The more often that they have the experience of learning from each other, the less dependent they will be on the teacher for answers and ideas.
After giving them a chance to discuss their work with each other, I ask them to write a brief check-out summarizing their progress on these problems and identifying what is still confusing for them. Often they write things like, “I did problems 1 and 2 but I got stuck on problem 3.” I discourage these types of answers, and instead model answers like, “I can solve the problems easily when I see the vertex in the table, but I don’t really know how to write an equation in vertex form that will fit the data.” I talk with students about how writing sentences like the latter help them make more meaningful progress, because they can ask better questions based on their self-assessments. I believe it is even worth the time to make students re-write their answers so that they develop this habit.