On a Journey

(Originally published Nov 1, 2017)

Whether this is your first year on the journey toward a student-centered math classroom or you have been at this work for many years, everyone can continue to refine their practice. There are key components that make this journey a great adventure: becoming a reflective practitioner, harnessing the power of collaboration, learning from your mistakes, and embracing risk taking.

1. 1ReflectMake it a habit
2. 2CollaborateDon’t travel alone
3. 3Learn from mistakesThink like a mathematician
4. 4Take risksFocus on what’s next

1Make reflection a habit

The power of improvement starts with reflection and feedback. In Tim Kanold’s book HEART!, he describes that his “personal improvement as a teacher mostly came as a result of becoming a more reflective and mindful practitioner and learning from and embracing my mistakes along the way.”

If the learning curve of your students is steep, there is a very high correlation that the learning curve for you and your colleagues is also steep. Don’t lose heart. CPM’s design for professional learning is there as a support along the way.

Don’t allow one or more difficult lessons or days to derail your commitment to creating an environment for students to be mathematicians each and every day.

2Don’t make the trip alone

Another key element in implementing a student-centered classroom is collaboration among colleagues. Take advantage of collaborating with one or more of your coworkers.

One model for teacher collaboration is the “Pineapple Chart,” a systematic way to put out the welcome mat and invite other teachers into your classroom. When you are doing something worth watching, you list it on the chart and let others know your door is open. Think of it as a calendar of open-house lessons.

If you are fortunate enough to have dedicated professional learning community time, use it to plan together and consider student learning on a regular basis. If you are in an isolated location, find a colleague online, or plan to attend the CPM Teacher Conference or a follow-up workshop to find people you can share ideas with and get support.

3Plan from your students’ seats

As you plan lessons together, remember to plan from a student perspective. Implement the lessons as designed, which requires the students to do the mathematical thinking. Consider how students will engage with the mathematics and what the essential learning is for each student. Ask yourself which mathematical conversations you will highlight during the closure of the lesson.

All students need to understand what it looks like and sounds like to be a mathematician. Work with your colleagues to establish a norm in each of your math classrooms that supports this shift in thinking. Mathematicians do not always have the correct answer right away. They usually make several wrong starts before they find a path to the solution.

How do your students embrace learning from mistakes? Most students know it is okay to make mistakes, but knowing this and accepting this are very different.

4Give yourself room to take risks

Finally, apply the same thinking about mistakes to your own journey toward a student-centered, problem-based classroom. Allow yourself to take risks and make mistakes. Not every lesson will be perfect or go spectacularly, but you will learn along the way. A great quote to keep in mind:

It is not about what was wrong, it is about what is next.

Measure your practice by the three pillars

Be okay with the journey taking time. Keep measuring your practice by the three pillars that are foundational to the design of CPM lessons.

As your journey continues to take shape, maintain your commitment to making reflection a habit, hold tight to collaboration, and embrace the opportunity to take risks and learn from your mistakes.

And enjoy the ride!