Remote Learning With CPM

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Brian Ryczkowski, Green Bay, WI,

This is harder than I thought it would be. I feel very fortunate to have a job right now. I miss asking students, “Who do you guys play tonight?” and “How did you get that answer?” I know Rebecca Barrett-Fox told us to Please do a bad job of teaching your courses online, but I thought I would be good at it. Remote learning has taken the relationships out of teaching, which is why many of us got into education.

I have tried a variety of things while remote learning from Titletown (Green Bay, Wisconsin), none of which I have hung my hat on like when I was in the classroom. I read Using CPM With Remote Learning (PDF) and bounced ideas off of colleagues at Ashwaubenon High School. This is what I have tried.

We were sent home with three weeks left of Term 3, one of which was spring break. With most of the term completed, we decided to work on reviewing and enriching concepts we were hoping students to have mastery of. During these two weeks, we used CPM’s Checkpoint Materials and other resources to see how well students knew the concepts we have covered thus far.

We created custom Desmos activities for students to submit their answers. It was a way to see what students had as solutions, to see if there were any trends, and to identify which kids needed help. An example is below. We checked to see if students could determine which trig ratio to use and if they could set up the correct ratio.

Using Desmos, students can submit their answers to each question. We did not type in all of the questions, copy and paste the problem, or upload the images. The students only saw the problem number, and we simply asked the students to tell us what their solution was. Desmos has the ability to compile student solutions side-by-side for easy comparison. Here’s what it looked like for teachers. Now that we were able to determine which students got the answer wrong, we could send them individual messages through Desmos, email, or Remind (a communication platform used by teachers to communicate with students). Students could share with us which tool they used or take a picture and send it to us. We also made screencasts of the problems from the day’s assignment, with feedback for the class as a whole. These were then uploaded to Google Classroom. At the end of the week, students took a picture of the whole assignment and uploaded it to Google Classroom. We could then see all the work the student did and provide additional feedback.

Desmos has the ability to allow students to upload pictures. For example, you can ask students to use a flowchart to show two triangles are simila

In Desmos, ask the students to upload a picture by creating a slide to upload an image. See what it looks like when the students get to that question. When students upload their flowchart, you can see them on the teacher dashboard, but it looks even better when you click on a specific student’s response.

As we transitioned to Term 4, we moved forward with new learning. Without the ability for students to be in teams and with students working at different times of the day (which is not always the same hours as the teachers are working), we thought that we could be their teammate, sort of. For example, we decided on a few core problems we thought went together and listed those in a document for students. As a way to simulate the classroom, we recorded ourselves reading the problem, asking students to pause the video at certain points to provide them an opportunity to Think-Ink their thoughts, and then we followed that with our own thinking. Afterward, students have Review & Preview problems to complete. Then, they take a picture of the lesson work and homework and upload that to Google Classroom.

It takes more time to provide feedback to students online than it does in person but I feel I have provided opportunities for growth. If you have any questions about anything I have tried, or can provide me with any suggestions, let me know.

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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.


Building on Instructional Practice Series

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ 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 rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.