Looking Past the Crisis

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Gail Anderson, Lansdale, PA  gailanderson@cpm.org

These last few months have been pretty surreal. Who would have imagined that in such a short time, such a large percentage of the world could stop or alter working and stay home? Who would have imagined universities, high schools, and even preschools would send students home to finish semesters from their homes? Who would have imagined a field hospital in Central Park?

Crises are defining moments for nations, families, and individuals. We learn, we adapt, and we grow. We expose weaknesses and injustices. We uncover strengths and beauty we did not expect. During this crisis we have discovered how important access to WiFi is for every one of us. We have a new appreciation for our families, neighbors, healthcare providers, grocery workers, and our mail carriers.

As we see the curve flattening, we begin to wonder: What will be different a year from now? What will be the long term and lasting changes?

How will this impact your classroom in the fall? Have you acquired new tech skills that will help offload some of your daily grind? Will you make your classes even more interactive, because you realize how precious social closeness is? What will you do to prepare for students who are potentially less prepared than in past years? What surprises might greet you as students have had the unusual time and opportunity to explore what really interests them? Will your students all be so tired of social media and video games that they will voluntarily turn their cell phones off during class?

Historically, crises have made people stronger. We look forward to a fresh start and a deeper awareness of the needs of each other and our students and of their families. We will have a deeper awareness of our own needs. Those of us who work at CPM would love to hear from you as you consider these questions this summer and as you make plans and set goals to implement change in the fall. We are here to support you in your efforts to bring more math to more people. Please join the CPM teachers online community in Slack (Slack invite) and let us know how we can support you in your work.

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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.