CPM Glossary
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Reading protocolsStrategies useful for reading and processing longer passages in a team. | |
Reciprocal TeachingMode of Instruction: Partner Work Purpose: Articulate understanding Objective: To build procedural fluency from conceptual understanding, students share self-generated, flexible strategies to a partner. Teacher monitors the development of strategies over an extended period of time. This is an activity that can be done at any time during the class period to check for understanding. At the beginning of the period, students could be asked to explain a concept or definition from the previous day or week. It would serve to remind them of what they have recently learned. Or this might be a way to introduce the topic of the day by remembering some of the parts from previous units which lead up to the new concept. If reciprocal teaching is used during the middle of class it can be used to check the comprehension of what is being learned in that day's lesson. The teacher listens to as many pairs as possible to formatively assess what they have learned and to identify questions and points of confusion.
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Recorder/ReporterThe Recorder/Reporter shares the team’s results with the class (as appropriate) and serves as a liaison with the teacher when he or she has additional information to share with the class and calls for a Huddle. In some activities, a they may make sure that each team member understands what information he or she needs to record personally. They may also take responsibility for organizing their team members’ contributions as they prepare presentations. Typically, a teacher could expect to hear a Recorder/Reporter asking: “Does everyone understand what to write down?” “How should we show our answer on this poster?” “Can we show this in a different way?” “What does each person want to explain in the presentation?” | ||
Red Light - Green LightMode of Instruction: Teamwork/Teacher-led Purpose: Sequencing of lesson Objective: To establish mathematics goals to focus learning, teams check in regularly to move through the learning progress in a way that promotes successful completion of tasks. Teacher monitors and adjusts instruction throughout the check-ins. Teacher ensures that teams verify the correct solution to each problem before proceeding to the next problem. Each team indicates their status—red indicates finished and green indicates in progress. The teacher circulates to red light teams to pose purposeful questions to check for understanding. Students continue to the next problem as instructed by the teacher.
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Research Connections Outcome 1Gain knowledge of CPM’s Three Pillars of Research and how they are incorporated into the design of CPM curriculum | ||
Research Connections Outcome 2Understand and apply strategies and systems to establish CPM’s Three Pillars of Research in their classroom using the Implementation Progress Tool | ||
Research Connections Outcome 3Build an understanding of NCTM’s Mathematics Teaching Practices, connecting them to the design of CPM curriculum and to their own instructional practice | ||
Research Connections Outcome 4Incorporate knowledge of CPM’s Three Pillars of Research to intentionally build formative and summative assessments | ||
Research Connections Outcome 5Assimilate content from the CPM Newsletters, Position Papers, Principles, and the Teacher Research Corp’s (TRC) action research to reflect on and guide instructional practices | ||