Happy New Year!

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Karen Wootton, Odenton, MD, KarenWootton@cpm.org

What is it about a new year that makes us set resolutions? Is it the idea of beginnings that prompts us to set goals? Most of my resolutions are practical, like resolving to get more sleep, but I also set some dream resolutions that I know will be a challenge. In either case, for me, setting resolutions is really the “triumph of hope over experience.”

But maybe that is okay. When I think about starting a new year, I am filled with hope. I think things like Maybe everyone will get vaccinated. Maybe we will get the pandemic under control. And, Maybe we can get back to normal. Maybe life will be better for everyone! I get excited for the new year and it is my hope that drives that excitement. Change, even if a little unsettling, is still exciting. The possibilities are endless!

The most important thing to remember is this:
To be ready at any moment to give up what you are for what you might become.

How will I change in the new year? How will life change in the new year? How many unknowns will the new year bring? So many questions, all related to change. And change can be unsettling.

I have often heard, “The only constant in life is change.” It was the Greek philosopher Heraclitus that said that about 2500 years ago and this quote has stood the test of time. I see change as a good thing; would we really want everything to stay exactly the same day to day, week to week, year to year? Think about your students. Most of their lives are in a constant state of flux. Changing teachers and classes several times each school day. New teachers each year (or semester). Changing bodies as they grow. For them, the only constant is change. How would their lives be affected by a teacher resistant to change?

W.E.B. Du Bois said, “The most important thing to remember is this: To be ready at any moment to give up what you are for what you might become.” What a great thought to share with our students! After all, who knows what 2022 will bring?

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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.