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It’s early March on the Delmarva Peninsula. Some trees are starting to bud; others look as dead as a granite countertop. The pink cherry blossoms are full. The white ones will follow in a couple of weeks. The oak, spruce, and birch trees don’t have any visible buds. The pines are green, while the oaks resemble an Edward Gorey drawing. But it will be summer in three months, and all these trees will be lush green.

I am okay with the cherry trees being full of flowers, while the birch trees look like someone replaced them with a roll of deteriorating parchment paper. I feel no compulsion to move every flowerless tree into a greenhouse where I can monitor its progress and provide a prescribed mix of temperature, light, fertilizer, and water daily. The oaks do not need air conditioning, grow lights, or drip irrigation to germinate like the pink cherries. They just need time.

It’s early March in the Delmarva classroom. A few students are ready for what is next; some of their friends need a little more time. Some students have not seemed to crack the mathematical code yet. But it will be summer soon, and like the trees around them, all these students will reach their full potential.

I say that calmly, but I feel compelled to triage students in early spring. Is that just me? We have to worry about state tests, placement exams, pass rates, etc. School administrators press us to say, “This group is thriving. That group is not.” They hold serious-sounding data meetings and demand action. “This group is not showing progress! We must move these students to carefully constructed teams, assign peer tutors in class, arrange pull-out tutoring, quiz them regularly, and ensure they get plenty of practice on IXL, ALEKS, or DeltaMath!” But students do not need a greenhouse to grow.

This is the hopeful message of spring. Students, like trees, bloom at different times, but they all bloom. Summer is coming.

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Dan Henderson

Millington, MD, DanielHenderson@cpm.org

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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.