What is YOUR Classroom Culture?

Karen Wootton, Director of Curriculum and Assessment

When my children were in elementary school, I was a member of the PTA. Some years I enjoyed my membership more than others depending on the culture of the PTA. Often the current president fostered a sense of community and focused on the goal of supporting the teachers and student success. Other years the group deteriorated into a clique that excluded people who suggested “new” ideas. Although I never really thought about the culture of the PTA during those years, it is easy to figure out which years were the better years.

During a year coaching another elementary school, I was surprised and impressed with the culture this school had developed. The teachers and administration had worked hard to make sure students knew they were all in this together. Every day I visited I would see many instances of students supporting other students. Students would say “Now you try” when working together on problems, or “Let’s put our brains together to figure this out.” Students on the playground would be inclusive encouraging reluctant students to join in, and I would hear calls of “You can do it!” and “Nice shot!”

In my own classroom, I tried to promote the same culture of support and community, with some years being more successful than others. Establishing classroom norms is important to this process, but so is pointing out violations, or instances that destroy the culture you wish to create. If a student laughs at another student’s question, it is important to let the student know that laughing at a student is not supportive and diminishes the feeling of community. We want to recognize and honor the good moments but we cannot let the bad moments go by without a comment. One of my guideposts to check on my classrooms culture was to ask “How did my students behave when I was not there? Were they still collaborative and supportive?” I always asked my substitutes to comment on this aspect.

Now that I work for CPM, I still think about culture a lot. It is more difficult to promote a particular culture when all the employees work remotely. Yet we still must try. What is CPM’s culture? Our culture is evident in our mission, vision, and position statement, which can all be found at cpmstg.wpengine.com. We at CPM want More Math for More People, and we work diligently to make that happen. Some people view CPM as a publisher of textbooks or as curriculum writers, but we view ourselves differently: We are changing the way math is taught, providing opportunities for all students to be successful in mathematics, and providing teachers the opportunity to grow professionally. The textbooks and the professional development are just the pieces that support these efforts. CPM’s priority is to improve math students’ classroom room experiences.

We realize that teachers are the ones in the trenches, working with students everyday. They are the key piece to student success. CPM supports teachers with professional development so that they can implement best practices. While we feel CPM is the best curriculum to promote problem solving, collaboration, communication, making connections within math topics, and gaining understanding, we understand that we may not be the “right” curriculum for everyone. And, you know what? That is okay! We are not trying to be the biggest publisher. We want to do what is right for students and teachers. Our focus is student success and teacher growth.

Maybe you have colleagues, or you yourself do not believe CPM’s approach of emphasizing problem solving, collaboration, communication, and sense making is the correct way to teach math. Maybe you or a colleague believes computer adaptive software, or some other program, is the answer. In the case of a computer platform, you must ask yourself, what is gained by putting students in front of a computer with headphones on, blocking communication and collaboration, and drilling students on skills? What are the students accomplishing that cannot be accomplished by the computer alone? What is the culture of such a classroom? Is that the culture you want?

CPM is trying to do what is right for students based on what the research tells us best promotes true understanding, but also based on what the teachers tell us. With the CPM curriculum, teachers see students engaging in the mathematics and making sense of it. They see students enjoying interesting lessons. Think of the culture you would like to see in your classroom. What do you do to promote that culture? What culture does CPM support?

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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.