In the current moment with crisis discourses of “learning loss” and “falling behind,” many teachers are navigating felt tensions between meeting students where they are and maintaining the rigor of their curriculum. Executive Summary — Designing Mathematics Instruction in the Wake of Crisis (PDF)
How can we support students with learning and intellectual disabilities to experience productive struggle during collaborative problem-solving on cognitively-demanding tasks? Executive Summary — Inclusion and Intervention: Understanding “Disability” in the Mathematics Classroom (PDF)
Collaborative and cooperative classrooms have different cultures: the former shaped by practices of inquiry and argumentation and the latter by practices of strategy sharing and reporting. Beyond Cooperation: Building Collaborative Classroom Cultures to Increase Engagement and Rigor (PDF)
CPM’s three-part lesson structure is geared towards supporting students to have agency in and take ownership of their learning. This is quite different from other three-part lesson structures such as the gradual release method of I Do / You Do / We Do. It’s not I Do – We Do – You Do: Understanding the How and Why of CPM’s Three-Part Lessons (PDF)
The Annenberg Institute at Brown University has research briefs focusing on recovery from COVID-19, with overarching topics of student learning, school climate, supporting all students, teachers and leaders, and finances and operations. Annenberg Website
The Answer Lab at the University of Southern California's Rossier School of Education has research briefs focusing on persistent questions of education.
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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.
