I Have...Who Has...Mode of Instruction: Teacherled Purpose: Elicit final reflective comment Objective: To facilitate mathematical discourse, students share understanding of a concept/topic and critique the sharing of others. Teacher makes instructional decisions about the concept/topic based on sharing. To review, build vocabulary, connect mathematical representations, or connect mathematical threads, Teacher leads I Have...Who Has... Student receives a card with one problem and one answer. Student (1)—starter card—states, "Who has...[problem]." Student (2)—with the solution—says, "I have...[answer]." This continues throughout the set of cards. This strategy may be modified for independent practice, partners, or teams. Consider time restrictions and multiple rounds.

I SpyMode of Instruction: Independent/Teamwork Purpose: Share ideas Objective: To support productive struggle in learning mathematics, students visit other teams to generate ideas about a concept/topic. Teacher makes instructional decisions after posing purposeful questions. A team becomes stuck while problem solving. The Resource Manager becomes a spy for the team and silently circulates to listen for ideas from other teams. The Resource Manager refrains from any team interactions while spying on other teams. The Resource manager reports back to the team to share information about the problem.

I Used to Think..., Now I Think... ProtocolA reading strategy where group members read text and then reflect using “I used to think...” and “Now I think…” Responses are shared with partners, groups and/or the whole class. 
Implement Tasks that Promote Reasoning and Problem SolvingOne of the eight Mathematics Teaching Practices from Principles to Actions that needs to be a consistent component of every mathematics lesson. Effective teaching of mathematics engages
students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow
multiple entry points and varied solution strategies. 
Implementation Support VisitsAlso known as ISVs, these classroom visits are conducted by a trained and experienced CPM specialist using CPM's Implementation Progress Tool in order to provide individual support, nonevaluative feedback, and an opportunity for teacher reflection. Each new teacher is eligible to receive up to two visits per year during the first two years of implementation. 
Instructional Strategies Outcome 1Apply knowledge of NCTM’s Mathematics Teaching Practices and connect them to instructional strategies 
Instructional Strategies Outcome 2Implement instructional strategies that support the Standards for Mathematical Practice 
Instructional Strategies Outcome 3Understand how multiple modes of instruction ensure access for all students 
Instructional Strategies Outcome 4Establish and reinforce routines and roles that clearly define expectations for multiple modes of instruction 
Instructional Strategies Outcome 5Understand how intentional circulation and purposeful questioning provide feedback to students and teachers 