How Can a Teacher Change a Student’s Perception of Mistakes?
Learning and making mistakes are inherently intertwined; you cannot have one without the other.
May 2016
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Learning and making mistakes are inherently intertwined; you cannot have one without the other.
Motivation is a much sought after commodity in mathematics classrooms today.
Mel Radeke. He is one of the wisest men I have ever been fortunate enough to meet.
Only twelve short months ago, the idea of kickstarting a program for continually investigating instructional improvements was just that, an idea.
Jo Boaler’s keynote session at the CPM National Conference exposed those of us in attendance to the elephant in the room: the fixed mindset that only some kids are good at math and are born with the ability to do math.
In July, Mark Coté and I attended Jo Boaler’s three-day workshop “Mindset, Mathematics, & Common Core Transition” in San Marcos, CA.
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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.