One of the reasons I became a teacher is because of my own experience as a child. Teachers were so much more than distributors of math, science, and language arts content.
Going into distance learning, it was important for me to continue to provide a meaningful mathematical experience for my students and expose them to as many essential concepts as possible without overwhelming them as they navigated through countless adjustments both in and out of school.
In my district, we were only doing asynchronous learning activities that reviewed past concepts, and offering optional extension activities that might include new content.
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 just started my 25th year in the classroom, so why do I feel like a first-year teacher?
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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.
