Do you teach small classes? If so, you know that while the challenges of massive homework grading and juggling 25 or more different opinions and needs are certainly diminished, those are replaced by new challenges.
Looking for a way to create purposeful student movement, have teams compare their solutions as they finish a problem, and construct viable arguments?
Study teams are at the heart of the CPM curriculum.
Study Team and Teaching Strategies and helping teams to work effectively are two things I am passionate about.
Using a concept map as a chapter closure activity is one of my favorite ways to conclude a chapter, especially one that has introduced (or reintroduced) a number of vocabulary words.
Last year I invited four teachers into my room to solve The Locker Problem in front of my senior math class.
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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.
