Teaching with CPM in the Era of COVID-19

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In this special issue…

Teachers share how they handled remote learning
Announcement of extra support CPM has planned

CPM publishes newsletters throughout the year during the odd numbered months. In the past, however, we have not released a newsletter in July since teachers are relaxing, enjoying the break from the early mornings and the strict bathroom schedules. Hopefully, you are in some beautiful place, rejuvenating for a new school year. But these times are nothing like the past.

Many school districts have reached out, asking how they are going to use CPM materials in a classroom that does not look like the classroom they left. That is a good question. We have been thinking about this since schools started closing in March. We have been attending meetings and webinars, and we have been brainstorming with as many people as possible. We have been reading research on virtual learning and articles on what teachers should do.

If you are also doing lots of reading and meeting, you have probably learned what we have learned: no one really knows what school will be like in the fall. Every school district has a different plan for how they will keep students and teachers safe. These plans range from no in-person classes to no virtual classes, and everything in between.

Teachers shared with CPM some of their ideas and described what they tried during the spring. Hopefully there will be something here for all the different possible scenarios your school district might suggest for you in the fall. More importantly, let these writings assure you that you are not alone in this endeavor.

Following the teachers’ stories is a list of what CPM is working on and will provide by the fall. If you find something that works particularly well, please let CPM know! You can email to support@cpm.org, newsletter@cpm.org, or contact your Regional Professional Learning Coordinator. Don’t forget the Sharing tab in your eBook. Share your ideas. Remember: We are all in this together.

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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.

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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.