CPM in a 1:1 Environment

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Brenda Linebaugh, York, PA

There is a growing push to have students do more and more online. While this is not a bad thing, it can make students pay more attention to their devices than to their study team members.

Here are a few things to consider to balance the inquiry and student centered approach of CPM with a 1:1 technology environment.

Limit the number of devices being used at one time. Having elbow partners share a device promotes discussion and collaboration. Having students work together on an eTool encourages them to think out loud as they work.

Consider using the textbooks for classwork. Using the eBooks for classwork will have students putting their noses in their devices. Either limit the number of devices, have the students read out loud, or simply have them use textbooks during class time with their teams.

Take advantage of online discussions and polls. Many learning management systems have discussion posts/forums that can be used for open-ended questions. I like to use these at the beginning of class to get the students thinking about the lesson. Some systems have settings so students have to post their thoughts before they can see the posts of others. You can also have students make graphs, screenshot them, and then post those.

Utilize collaborative apps. Google docs are awesome for having students work together. I also like Baiboard, an app that easily allows students to insert pictures and write by hand. It also has a grid background, which makes it wonderful for math. I have used Baiboard for chapter closure summaries and for making “e-posters” about types of functions.

Encourage students to use resources. The CPM homework website, eBooks, and online resources are right at students fingertips. I also encourage students to Google a topic if they struggle or need some extra help. Allow students to choose their mode of help (text, video, practice problems) to promote self-awareness and life long learning.

Use the technology to enhance the learning. Using apps like Desmos allow you to take the learning and questioning to a higher level. The math must be the focus. Be careful not to use technology just for the sake of using technology.

Allow students to drive the technology and help each other. On several occasions, I had a specific app or website in mind and a student asked a question or made a suggestion that opened us up to newer and better possibilities. Also, allow students to choose the apps they are comfortable with when they take notes or make presentations. They will appreciate being able to work in a way that works for them.

Allow students to work offline. In my district, we are supposed to use as little paper as possible. I tried my best at that, but I noticed that some students simply prefer paper and pencil with math. Many graphing activities are simply better to do on paper. I regularly keep hard copies of anything we do for those students who want them. I make half the copies I would normally make, but I never make extras. Students who lose papers must use the electronic versions.

Be clear about your expectations. There is a huge management piece that goes along with technology. You must be clear with your students what they can and cannot use in your classroom. I do not allow students to use cell phones at all. I do not allow them to listen to music or use ear buds while they are in a team. They must be attentive to each other and to the learning. In addition, I do not allow them to use a calculator app to do anything a scientific calculator can do. They have to use the school calculators on assessments, so that is what we use during class. They may decide to use the apps at home, and that is acceptable, but not during class. Students are too good at switching between apps and games!

A 1:1 environment opens a lot of new possibilities and resources to students. It also opens a lot of distractions. It is our job as teachers to help students make good choices about when and why to use technology. It is also imperative that we convey the value of face-to-face interactions and collaboration. No device can replace a teacher or a teammate.

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.