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.
As teachers, we are in a constant state of professional growth. Whether experiencing the current shift in learning in a socially distant or virtual environment, or the realization that our system has been inequitable for too many students for far too long, we know that change is necessary.
Within the third year of CPM implementation, we took the traditional testing model and flipped it upside down in an effort to create a more student-centric approach to assessment.
I have been teaching high school students with the CPM curriculum since 2010.
In the January newsletter, I began this series based on Jim Knight’s book, Better Conversations, and considered how one might incorporate the two beliefs, I want to hear what others have to say and Conversation should be back and forth, when facilitating effective study teams and creating student centered mathematics classrooms.
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