Power of Planning

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Sharon Rendon, Director of Professional Learning, sharonrendon@cpm.org

When teachers are pressed on all sides and time is at a premium, the first part of the professional practice that seems to disappear is the commitment to planning. The planning routine may too quickly become a glance through the teacher notes and the problems, but not an investment of concentrated planning time. Do not let that become the case for you this year. Set aside time to intentionally plan, preferably with colleagues, at least once a week.

The CPM Phase Two workshop spends a significant amount of time looking at how to incorporate different instructional strategies into lessons through the lense of planning. The CPM Phase 2 Lesson Planning Guide (gdoc) is a good tool to support your efforts toward intentional planning. This resource gives you space to record the questions you plan to purposefully use to assess and advance student thinking as you are circulating. Start with an attainable goal to collaboratively plan at least one lesson every two weeks with your colleagues.

Facilitating discussion about the complex tasks found in CPM textbooks requires a commitment to preparing for the conversation. The book, Five Practices for Orchestrating Productive Mathematics Discussions, by Smith and Stein, is another great resource for supporting you in this work of planning. “The premise underlying the book is that the identification and use of a codified set of practices can make student-centered approaches to mathematics instruction accessible to and manageable for more teachers.”  You can think of the five practices, (anticipating, monitoring, selecting, sequencing, and connecting) as a roadmap for the whole team conversations you want to conduct based on the identified math goal for the lesson. These five practices occur both before and during instruction.

In the May newsletter, John Hayes, a CPM coach and Teacher Leader, shared an article, Purposefully Planning a CPM Lesson (PDF). I would encourage you to reread it and spend some time reviewing the six steps for planning that he has found success with in his work with teachers.

Make it a goal to stay committed to the practice of planning this year, even when time gets short.

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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.