What does a full blend of print and digital look like? In this bi-media series, digital and print materials work in tandem to maximize student engagement. The choice of medium for each aspect of a lesson is based on how and where students learn best.
A personal notebook where students record the messy work of learning as they highlight key concepts, questions, rough draft thinking, mistakes, corrections, and their inspirations. Diagrams and graphs are included for students to work with, and plenty of space is provided to give students room for error and experimentation.
Concise goals for each lesson are presented to the teacher and to students in the chapter introductions, referenced in the Reflection & Practice problems, and revisited in Chapter Closures. The Mathematician’s Notebook contains a printed copy of the Learning Targets where students can keep track of their progress throughout the course.
Problems are designed to facilitate student learning per the learning intent. To maximize student sensemaking and engagement, lessons have been intentionally constructed using a variety of Venues for student work, such as vertical non-permanent surfaces, external links, embedded technology-enhanced activities, and the Mathematician’s Notebook.
Here are examples of different venues:
Inspiring Connections guides teachers through lessons.
The authors describe how they envision the lesson progressing. These notes are summarized into brief descriptions, which can serve as a reminder after reading the full Authors’ Vision.
The Lesson at a Glance provides a quick orientation to the lesson. It lists things to consider as you begin to prepare to teach the lesson: the overview, learning intent, materials needed for the lesson, aligning standards, and additional resources.
Lessons are designed for students to work in teams during a 45-minute period with no interruptions or delays.
Students collaborate in teams for the large majority of class time. As a means to help all students have a voice and be an integral part of their team, four roles are presented in the Prelude and referred to throughout the curriculum. The roles are Representative, Coordinator, Organizer, and Investigator.
A variety of Study Team and Teaching Strategies (STTS) are suggested in the Authors’ Vision throughout Inspiring Connections. These strategies may be used to help structure team interactions and facilitate engagement. As you gain experience with the curriculum and your students, you will likely develop your own favorite strategies to use regularly.
Students are always super engaged in the launches, and it gets them started talking about the math.
I appreciate the intentionality of the closures and how they are embedded within the curriculum. Students have been remembering [Mathematician's Notebook], and it is great to have all of their thinking in one location.
[Lesson closures are going] Better than they ever had in my career
It really helps that [the Reflection & Practice] are in the mathematician's workbook! I really like the way the lessons are laid out and that it is actually possible to get through a whole session. I also like how we are switching between venues all of the time.
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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.
