Teacher Research Corps 7.0

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Mark Coté, Project Manager, markcote@cpm.org

CPM is looking for teachers to be part of the Teacher Research Corps during the forthcoming 2020–21 school year. For the last six years, more than sixty studies have been conducted by the members of the TRC. Findings from these studies have resulted in numerous suggestions for improvements in our current curriculum and professional learning. Results have also been presented at numerous state mathematics conferences and national conferences, including the annual CPM Teacher Conference, NCSM, NCTM, and AERA. This success has prompted CPM to support the next cycle of advancements, TRC 7.0, by continuing to trust in the intellectual effort and wisdom of teachers. The goal for this next chapter is straightforward—help more students learn more math.

What does a Teacher Researcher do? Significant instructional improvements, which resulted in increased student engagement and learning, have been summarized in three white papers completed by veteran cohorts of CPM Teacher Researchers. The papers, a culmination of several years of meticulous investigation, include Growth Mindset and Mistakes by Ilene Kanoff and Penny Smits, Making Student Thinking Visible With Number Talks by Angela Kraft and Pam Lindemer, and Small Goals Yield Big Rewards by Denise Dedini, Christy McConnell, and Cathy Sinnen. Additionally, visit imath.us to learn about new studies that are ongoing.

If you would like to join in this endeavor and make a contribution to CPM’s ever-growing encyclopedia of teacher-based knowledge about pedagogical innovation and effective instruction, or you would like a copy of any of the investigation white papers, please contact Mark Coté at markcote@cpm.org. CPM is particularly interested in having teachers using CPM’s eighth grade support course, Inspirations & Ideas, join TRC.

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Algebra Tiles Blue Icon

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.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their 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 rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.