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Foundations for Implementation - Day 1 CPM Educational Program. All rights reserved. cpm.org

OpeningCPM Learning Event Series, Day 1“Teaching is a delayed gratification job, the fruits of my labor will be seen muchafter they leave my room. I am appreciated and they will thank me later.”Tatiyana WebbSign in and make a name tagGet a puzzle piece and find other participantswho have a representation of the same line.This is your team for the day!2

Foundations for ImplementationDay 1Nameemail@cpm.org

OpeningHousekeeping Bathrooms 8:00 AM – 4:00 PM Breaks scheduled and as needed Lunch Parking Lot Poster Supply/Resource Table4

OpeningLearning Event eBook AccesseBooksenroll.cpm.orgEnrollment PIN####5

OpeningProfessional Learning Portalprofessionallearning.cpm.orgImplementation Action PlanContent ModulesLearning LogInstructional ModulesFile CabinetInclusion Modules6

OpeningFoundations for Implementation SeriesSchool YearSummerIn-Person Learning EventsVirtual Learning EventsIntroduction to FoundationsIntroduction to FoundationsOn-Demand ModuleOn-Demand ModuleDays 1 - 3Sessions 1-6Live Learning EventLive Virtual LearningInstructional Modules (IM)Instructional Modules (IM)On-Demand IM 1 -3 (remaining activities)On-Demand IM 1 - 3Content Modules (CM)Content Modules (CM)On-Demand CM 1- 2 (remaining activities)On-Demand CM 1- 2Days 4 and 5Sessions 7 - 10Live Learning EventLive Virtual LearningInstructional Modules (IM)Instructional Modules (IM)On-Demand IM 4 - 5 (remaining activities)On-Demand IM 4 - 5Content Modules (CM)Content Modules (CM)Any 4 additional On-Demand CMsAny 4 additional On-Demand CMs7

OpeningIgnite8

OpeningIcebreaker1.One team member draws two concentric circles on a piece of paper.2.Divide the outer ring into equal parts (one part for each team member).3.Each team member writes their name outside a section.4.Find something unique about each teammate and write it in their section.5.When each person has something written, find something that the wholeteam has in common and write it in the inner circle.9

OpeningClassroom Agreements Clear tables (or desks) before getting to work. Keep the conversation centered on math. Use the Ask Three Then Me protocol Helping does not mean giving answers. Work together as a team – your team is not done until every teammember is finished! Explain and justify your ideas. Give reasons! Keep conversations within the team.10

Team Building ActivityCCA Lesson 1.1.1(INT I Lesson 1.1.1)Solving Puzzles in TeamsMath goal:Work together as a team to consider the output ofvarious composite relations.Team goal:Work collaboratively using team roles.11

Team Building ActivityDebrief CCA Lesson 1.1.1(INT I Lesson 1.1.1)Solving Puzzles in TeamsHow did workingin study teamshelp you be moreeffective learnersduring this lesson?How can workingin study teamshelp yourstudents?What might youlearn about whatyour studentsknow by the end ofthis lesson?12

Team Building ActivityMathematics Teaching PracticesDiscuss with your team how the NCTM’s Effective Mathematics TeachingPractice on your table was evident in the lesson you just experienced.Recorder/Reporter be prepared toshare one way the standard wasevident with the whole group(NCTM 2014)13

Team Building ActivityChapter 1 is UNIQUE! Collaboration - Effective Study Teams Previews the Course Topics Intent of Review & Preview Formative Assessment14

Outcomes and AgendaElements“The implications are clear. Curriculum matters, buthow teachers use curriculum matters even more.”Short, J., & Hirsh, S. (2020). The elements: Transforming teaching through curriculum-based professional learning.Carnegie Corporation of New York, 9.15

Outcomes and AgendaEffective Math Teaching PracticesFocus of the day:Establish goals to focus learning.16

Outcomes and AgendaOutcomesParticipants.establish team agreements and team roles that clearly defineexpectations for multiple modes of instruction.build professional relationships and learning communities toimprove math learning.make connections between NCTM’s Effective MathematicsTeaching Practices (NCTM, 2014) and the design of CPMcurriculum.17

Opening and AgendaAgendaFocus: Collaborative Learning Opening CPM Research Summary Collaborative Learning Assessment Thread Chapter 1 Walkthrough ClosureEffective Study TeamsModel Lessons18

Outcomes and AgendaLearning Agreements Actively engage in all activitiesand discussions.Critically analyze ideas butnot people.Be willing to take risks Focus on solutions andactions.Be visionary.Explore your beliefs aboutteaching and learning.Change takes time, effort and supportFOR TEACHERS as well as students!19

Research ConnectionsStarting with Core Beliefs“Teachers’ beliefs influence the decisions thatthey make about the manner in which they teachmathematics Students’ beliefs influence theirperception of what it means to learn mathematicsand their dispositions toward the subject.”(NCTM, 2014, pp. 10-11)20

Research ConnectionsBeliefs About Teaching and Learning MathematicsLessProductivetoMoreProductive21

Research ConnectionsBeliefs About Teaching and Learning Mathematics: Team RolesFacilitator - Start the activity by having a team member read one statementand discuss it as a teamResource Manager - Collect the materials for the sort for your team anddistribute them to your teammates.Recorder/Reporter - Make sure all members have a chance to share.Task Manager - Ask everyone to justify their reasoning as they read andshare their thinking about each statement.22

Research ConnectionsBeliefs About Teaching and Learning Mathematics(NCTM, 2014, p. 11)23

Research ConnectionsStarting with Core Beliefs“It is important to note that these beliefs should not beviewed as good or bad. Instead, beliefs should beunderstood as unproductive when they hinder theimplementation of effective instructional practice orlimit student access to important mathematics contentand practices.”(NCTM, 2014, p. 11)24

Research ConnectionsStudy Team and Teaching StrategiesTurn & TalkGlow and Grow Student shares one topic, teamagreement, or idea that is astrength—Glow.Student shares one topic, teamagreement, or idea whereimprovement is needed—Grow. Students work in pairs.Team Member (1) listens whileTeam Member (2) explains the firstproblem.Team Member (1) asks clarifyingquestions to Team Member (2).Partners share explanation with therest of the team.Roles are reversed for the nextproblem.25

Research ConnectionsDebrief of BeliefsGlow and Grow1. Select one belief that is a strength.2. Select one belief where you have room to grow.With your elbow partner:Turn and Talk26

Research ConnectionsReading ProtocolGolden LineRead the article, highlight or note parts of the research that: raise questions for youconfirm what you already believemake you say, “Ah Ha”conflict with your beliefscause you to reconsider prior assumptionsChoose 1-2 “golden lines” to share out.27

Research ConnectionsCollaborative Learning - Why?Synthesis of Research on Cooperative LearningCollaborative LearningeBook:Click on the Teacher Tab on the left sideNext choose Program DescriptionSelect the tab Research1: CL28

Research ConnectionsGolden Line Reading ProtocolRead the article, highlight or note parts of the research that: raise questions for youconfirm what you already believemake you say, “Ah Ha”conflict with your beliefscause you to reconsider prior assumptionsChoose 1-2 “golden lines” to share.29

Research ConnectionsGolden Line Reading ProtocolShare your golden line with your team members and explaintheir connections to each line.Task Managers decide who shares firstand make sure everyone in the team hasa chance to share.30

Research ConnectionsThree Pillars of CPMAttaining Long Term Knowledge Collaborative Learning Problem-Based Learning Mixed, Spaced Practice31

Research ConnectionsCPM Guiding PrinciplesStudents deepentheirmathematicalunderstandingwhen they areengaged withconcepts overtime.Students havesignificantlybetter retentionof mathematicswhen conceptsare grounded incontext.Student’sinvolvement ineffective studyteams increasestheir ability tolearnmathematics.Effective studyteams areguided,supported andsummarized by areflectiveknowledgeableteacher.Assessing whatstudentsunderstandrequires morethat one methodand more thanone opportunity.When studentsand stakeholdersembrace agrowth mindset,they understandthat masterytakes time, effortand support.32

Research ConnectionsStudy Team and Teaching StrategiesWalk and Talk Partners receive topic or concept to discuss.Partners summarize, clarify ideas, or ask questions whilewalking.Partners share any remaining questions with the teacher afterreturning to their desks.33

Research ConnectionsDebrief ConnectionsWalk and TalkWith your elbow partner go for a five minute walk and discussthe following:What connections do you see between NCTM’s beliefstatements and the Synthesis of Research onCollaborative Learning?34

Take a breakEssential Actions: What are your questions about your ContentModules? What are your questions about yourInstructional Modules? Did you complete Introduction to Foundations?

Creating Effective Study TeamsCollaborative Learning - How?How do we create an environment for effective collaborative learning?Establish andmaintainTeam Rolesand TeamAgreementsIntentional useof Study Team& TeachingStrategies(STTS)Circulation,questioning, &teaminteractions36

Creating Effective Study TeamsStudy Team and Teaching StrategiesThink-Pair-Share Teacher poses a question/problem.Students think for a period of time—one or two minutes.Students silently prepare an explanation to share.Partners take turns sharing explanations.Partners may then share out with the rest of the team or class.37

Creating Effective Study TeamsIntroduction to Positive InterdependenceTHINK - PAIR - SHAREHow would you define positive interdependence?Why is it important in collaborative learning?38

Creating Effective Study TeamsPositive Interdependence“Positive interdependence arises whenstudents feel mutual accountability for theirlearning and believe that their own learningwill benefit through their interactions witheach other.”(Horn, 2012, p. 47)39

Creating Effective Study TeamsConnecting Team Roles“Two marks of productive group discussionare a creative interchange of ideas andwell-distributed participation. These aresigns of positive interdependence.Students must be taught ways ofinteracting that support this ideal.”(Horn, 2012, p. 50)40

Creating Effective Study TeamsStudy Team and Teaching StrategiesJigsaw (Four Corner ) Each study team role visits a different corner of the room.Each corner receives a different topic or concept.An explanation of the topic or concept is created.Team members return to original team.Each member presents the assigned topic or concept to team.41

Creating Effective Study TeamsTeam RolesResource ManagerFacilitatorDiscuss:What questions will you need to ask team members?What behaviors will you encourage within your team?How do you see this role impacting your interactions with the teacher, etc.Please make sure everyone has opportunity for input.Task ManagerRecorder/Reporter42

Creating Effective Study TeamsTeam Roles Return to your team. Each team member shares their newlygained information about the team role.Please make sure everyone has opportunity to share.FacilitatorResource ManagerTask ManagerRecorder/Reporter43

Creating Effective Study TeamsEstablishing Team RolesTeam Roles are supported in all CPM courses Lesson Specific Resource Pages provided in Chapter 1 ineach course.General Team Roles are also provided in the teacher notesAssigning and Displaying Roles Placemats, Table Tents, Name Cards, Lanyardsand more can be found in the CPM eBooksTeacher Tab Team Support Team Resources44

Creating Effective Study TeamsClassroom Agreements and Positive Interdependence“If interdependence is a value,teachers need to consistentlycommunicate its worth throughclassroom norms, [and]routines ”(Horn, 2012, p. 48)45