Tag: Social-Emotional Learning

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Behind What?

Students are not always forthcoming with information. It might be that they are shy and not willing to speak, or they might be confused and have no idea of the type of response that is expected. We cannot assume that we know what is going on in students’ heads.

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Filling the Gaps, Plugging the Holes, Stopping the Slip

My inbox is filled with solutions to our country’s serious problem: students falling behind. Each email claims to be able to fill the gaps in students’ knowledge, plug the holes created by missed classes, or stop students’ scores from slipping further.

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Impact Over Intent

From the “Pinterest perfect” classroom to the “Amazon Wish List” for supplies to the “must do” activity that went viral on social media to the books and websites teeming with hundreds of ideas, it seems that we are continually in a race to create, produce, and enact the best and latest idea that will transform our classroom.

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It’s Okay Not to Be Okay

I am convinced that a majority of the world has no real idea what it is like to be a teacher. After having sat through twelve years (or more) of school, people think they understand what teaching is and what a teacher does. But until you have been on the other side, and stood in front of that classroom, it is impossible to understand the mental and emotional energy teachers pour into the lives of their students every day.

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The Power of Rituals

Recently, my friend, who is a preschool teacher, shared a story with me. The mother of one of her students  contacted her about a curious question.

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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.


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.