Virtual Learning

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Sharon Rendon, Director of Professional Learning, sharonrendon@cpm.org

Can learning through a virtual platform be as effective as learning collaboratively in person? In this new era of online and virtual learning, what is the balance between learning that needs to be done in person in the same physical location and learning or collaboration that might be able to occur virtually? These are questions CPM professional learning department is wrestling with as we think about how to support teachers. The data gathered via KickUp has validated the effectiveness of our professional learning content that is currently delivered mostly in person over eight days. The attendance data has also highlighted the need for some adjustments to our professional learning model and structure. Generally the attendance rate drops off by 50% or more for the follow up days. While some educators are able to attend all workshops, others struggle with release time. Not only does the cost of substitute teachers affect attendance, but some districts do not have the needed number of substitute teachers to cover their teachers’ attendance. CPM wants to support all educators, including those that might not have access to necessary funds or substitutes. Also often teachers struggle to fit in the four summer days in the current model.

At CPM, we recognize the need to use tools strategically and technology is one of those tools.  According to a study done in 2012, there are more handheld devices in the world than toothbrushes. Devices are ubiquitous! Additionally, the youngest generation of educators entering the profession today are accustomed to using technology as part of their normal routines. CPM is looking for ways to enhance the professional learning we currently offer by integrating technology. Our desire is for all educators to embrace the components of virtual  learning that is currently enjoyed by some educators.

Nothing is stronger than an idea whose time has come. The idea that will be explored involves taking the current learning that CPM offers and determining the best blended approach. To help with the main challenge of attendance, CPM hopes to leverage the power of technology..  Currently, there are no other options other than attending those eight days in person. CPM is planning to modularize the workshop series content for blended learning. This work will include identifying which elements are best done in the workshop setting in person and which can be done online, synchronously and asynchronously.

Have you experienced online learning? Have you thought about the pros and cons of a blended approach? We would love to hear from you. Please take a few minutes and provide CPM Professional Learning department your thoughts and experiences with virtual learning.

Virtual Learning Survey Form (gdoc)

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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

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.