Spring

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Karen Wootton, Odenton, MD karenwootton@cpm.org 

Through the dark and cold winters, the anticipation for the new growth and beauty of spring keeps many of us going. The change of the season induces a calming sigh of relief. We know warmer temperatures are coming, darker days are fading, and the end of the school year is not far off. Not that we are counting. 

The past few years have been difficult, and I know there is nothing I can write that can help. But I can share my hope. I am hopeful that this spring will bring more sunshine and flowers to our lives, and the end of the school year will leave us tired but excited for something more normal next year. We have all gained new skills and insights into ourselves and our students that we can take to the next school year. I have learned that technology, while not perfect, does provide opportunities to connect. Teachers have shown me how resourceful they are and how willing they are to do whatever it takes to support students. I have read about schools that are using the pandemic to reconsider the role of school in students’ lives, and are making changes to better support the whole student. A lot of good could come from this experience.  

Dolly Parton said, “Storms make trees take deeper roots.” We have all been through a storm. What have you learned from it? What do you have to look forward to? What will you take from this time to inform your life moving forward? Did your roots grow deeper? If it is too soon to pull out a nugget of positivity from the past few years, that is okay too! Perhaps the most important thing you have learned is your limits. Just don’t forget to celebrate that you reached them and are around to talk about it.

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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

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.