# CPM Glossary

Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |

**ALL**

## H |
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## Huddle
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. One team member is called to a location in the classroom. Teacher shares a piece of information or checks for understanding. Team member (1) returns to the team and shares information.
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## I |
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## I Spy
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. Team becomes stuck at one point while problem solving. The Resource Manager circulates around the classroom, silently listening to, or spying on the teams' work. The Resource Manager reports back to the team to share information about the problem.
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## 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, 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 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 | ||