As an educator, I teach students life skills such as perseverance and self-compassion through mathematics, but how often do we push our own growth in those same ways? Once we find what “works” for us, we get comfortable and often become complacent.
I’ve been thinking about how to normalize students changing their minds in math class. The way I see it, you have to change your mind to learn.
For years I have quoted the exciting news about the brain’s plasticity and its ability to forge new connections after a trauma, but this winter I discovered for myself how hard it actually is to build those new connections.
Mathematics and science are two areas of academic concentration where the correct answer is a major focus for those involved.
What was I doing before? No, not before COVID—though I did start this article in March of 2020. What was I doing in the classroom?
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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.
