What Do You Do When the Technology Does Not Cooperate?

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Carol Cho, Director of Technology, carolcho@cpm.org

In a digital age, unexpected situations will arise beyond anyone’s control that may delay students and teachers from completing tasks as planned. Teachers using CPM eBooks should discuss an emergency plan with all of their students for completing classwork and homework if digital access is not available. These situations may arise because of a problem from CPM, but could also come from the Internet provider, from the school’s digital system, or from the home Internet system. In order to mitigate the many excuses students may have for not completing homework or classwork, the teacher should post alternatives for students to access CPM materials.

At CPM, reliable service for our customers is a priority. As such, we are continually adding more redundant services so that the possibility of an outage is lessened to almost zero. So what does a teacher do if the Internet goes out during class or in the evening when students are doing homework? Your school should decide on a procedure, posting it for all.

Possible Plans During School Time

  1. Use a Document Camera to project the day’s lesson from a copy of the textbook.
  2. Use an LCD projector to project the Smartboard lesson.
  3. Have a set of textbooks available for emergencies.
  4. If the school loses power, students whose schools allow cell phones may be able to access content through their cell phones.

Possible Plans During the Evening

  1. If eBooks are unavailable, go directly to https://homework.cpm.org. All homework problems as well as hints, steps, and some answers are available. This site has never gone down and does not require a login.
  2. Within a few minutes, you should be able to go to: https://freebooks.cpm.org if more information is needed.
  3. If neither of the first steps works within 15 minutes, email support@cpm.org explaining any error messages you are getting.
  4. If your Internet goes out at your home, try your cell phone or call a friend.

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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

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.