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Mode of Instruction: Teamwork Purpose: Deliver instruction; collect information on team progress
Objective: To facilitate meaningful mathematical discourse, one team member is provided with information that will allow teams to analyze and compare student approaches to problem solving. The teacher monitors which teams need support to facilitate discourse.
Teacher monitors the learning progression of teams, disseminates information, or seeks consensus on topics or concepts. Teacher calls one team member to a Huddle in the classroom. Teacher shares a piece of information or checks for understanding. Team member (1) returns from the Huddle to share with other team members.
Mode 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... Protocol
A 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 Solving
One 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 Visits
Also 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, non-evaluative 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 1
Apply knowledge of NCTM’s Mathematics Teaching Practices and connect them to instructional strategies
Instructional Strategies Outcome 2
Implement instructional strategies that support the Standards for Mathematical Practice
Instructional Strategies Outcome 3
Understand how multiple modes of instruction ensure access for all students
Instructional Strategies Outcome 4
Establish and reinforce routines and roles that clearly define expectations for multiple modes of instruction