During the past two years, the eighteen studies conducted by the members of Teaching Redesign Corps 1.0 and 2.0 have resulted in numerous suggestions for improvements in our current curriculum and professional development. This success has prompted CPM to support the next cycle of advancements, TRC 3.0, by continuing to trust and build on the intellectual effort and wisdom of teachers. The goal for this next chapter is straightforward - help more students learn more math.
As the TRC research endeavor continues, we are not trying to change the textbooks in any way. Rather, what we want to do is help teachers become more effective in the classroom as they teach CPM. We are looking for instructional strategies that are straightforward to learn and take minimal time to implement but which have high payoff in increased student learning. We strive to support teachers in their efforts to make classrooms a better place to learn and a more enjoyable place to teach.
From what we learned last year, harnessing the power of mistakes coupled with introducing the psychology of a growth mindset seems to have a high payoff on student learning, and a central focus of TRC 3.0 is to explore these and other ideas more carefully. We also want to have a focus on ways to increase the effectiveness of study teams and better ways/times to do closure/ written summaries.
And as the best ideas come from teachers, we are always open to new suggestions that participating teachers are passionate about, and welcome additional proposals for the summer of 2017 from anyone who is interested in being part of TRC. Please contact Mark Coté (firstname.lastname@example.org) if you would like more information.
Through the Teaching Redesign Corps, our aim is to generate a culture of encouragement and continuous improvement as we strive to carry out our mission. We believe that CPM should always be seen as a place where good teachers can and do contribute good ideas that make a difference to many students.
The TRC Leadership Team