# The Board Report

Brian Ryczkowski, Little Chute, WI, bryczkowski@littlechute.k12.wi.us

Looking for a way to create purposeful student movement, have teams compare their solutions as they finish a problem, and construct viable arguments?  Consider a Board Report.

The last few years, co-teacher Rudy Botz and I used the Study Team and Teaching Strategy GPS (aka Magnet Race or Dragon’s Tail) in class to monitor which problem students were on and to create movement within the classroom. We also used custom Desmos activities to see what answers the teams were coming up with for each problem. While we circulated, we critiqued each team’s reasoning to see what they had written down.

One day when Rudy and I were planning for geometry, the lesson called for students to calculate the missing side lengths of right triangles. We talked about using a custom Desmos activity to monitor what solutions teams were coming up with. If we saw they had the wrong answer, we would travel to their team and begin critiquing their reasoning for the tool (sine, cosine, or tangent) they selected.

That day, Rudy and I began to wonder if we could get teams to compare their solutions during class without interrupting them by calling for a Swapmeet or Huddle. We wanted teams to be able to submit their answers so we decided we were going to give each team a pack of sticky notes. There were several problems that we wanted to know what each team came up with, so we wrote those problem numbers on the board. We were going to have teams write their team number on the sticky note, along with their solution. Teams would place their sticky note on the board next to the appropriate problem number. This would serve as a guide so we knew which teams were finished with which problems, as well as to serve as a way for teams to submit their answers. What happened in class was completely unexpected.

A student would walk up to the board to submit their answer, see they had something different than a another team, take the sticky note off the board, walk to that team, and start a math conversation. They asked the team which tool they used and why. The visitor would critique the reasoning of the team they were visiting. It resulted in one team throwing away a sticky note and adjusting the work in their notebook.

One day, a junior who is repeating geometry and does not particularly care much for school, brought his team’s answer to the board, stuck his answer next to the others, turned and looked at Rudy and me, gave a thumbs up, and walked back to his seat. Rudy and I still laugh about that to this day because we could not believe how proud he was for submitting an answer similar to his classmates.

After doing many Board Reports, there were lessons learned along the way. The day you do your first Board Report, we suggest positioning yourself near the board when students submit their solutions. That way, if two solutions do not match, you can provide them with alternative options on what they can do. Additionally, we always announce that someone different should report on behalf of their team. It allows them a chance to get up and move, as well as a chance to travel to a different team if they have differing solutions. Also, we found out that the questions with short solutions work best. If a problem requires choosing a tool and setting up an equation with many steps to solve, it is best if teams only report the end solution. If they do not match, that is when teams would have a chance to compare more aspects of the problem and have a more in-depth conversation. Finally, there may be days where only a portion of the questions are a good idea to report. For example, if a lesson calls for students to complete problems 20-24, you may only write 20b, 20c, 22, 23a, 23c, 23e on the board. Make sure the Facilitator writes down “20-24” in their notebook so they know which problems to complete, but the Task Manager keeps an eye on which problems to report.

Without a doubt, The Board Report is the best Study Team Teaching Strategy (STTS) that we have deployed in our time using CPM. Rudy and I still circulate around the room and check for understanding. There are many days we use custom Desmos activities or a GPS. However, each day when are planning, we always ask the following questions: 1. What is the goal?  2. What is the closure?  3. Where will students struggle?   4. Are there any questions they can Board Report?

View a timelapse video of a Board Report.

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# 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.