CPM Glossary
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Think-Ink-Pair-ShareMode of Instruction: Independent/Partner/Teamwork Purpose: Individual reflection prior to discussion Objective: To elicit and use evidence of student thinking, students utilize intentionally planned think time before responding to and sharing out understanding. To emphasize the importance of think-time, the teacher poses a question/problem for students to silently think about. After a short period of time, students write an explanation to share. When the teacher indicates, partners share explanations. Partners may share within the team or the whole class. Think-Pair-Share (Think-Ink-Pair-Share variation) Students receive a question—possibly about concepts covered in a unit, Diamond Problems, or mental math—and silently think for a short period of time. Without writing, partners discuss explanations of the question. Partners may then share out with the rest of the team or class.
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Third CPM Principle of AssessmentStudents should be assessed only on content with which they have been meaningfully
engaged, and with which they have had ample time to make sense of. | ||
ThreadRelated problems and/or lessons intentionally sequenced within and between courses to help students both deepen conceptual knowledge and build procedural fluency. | |
Toolkit Working documents in which students write Learning Logs, interact with Math Notes and create other personal reference tools. | |
Tools and Technology Outcome 1Learn how to access CPM’s Synthesis of Research and course preparation resources | ||
Tools and Technology Outcome 2Experience how to engage students with content using Desmos and other eTools | ||
Tools and Technology Outcome 3Understand the structure and organization of the teacher and student ebooks | ||
Tools and Technology Outcome 4Locate Closure and Assessment resources | ||
Tools and Technology Outcome 5Know how to utilize Chapter Opening and Lesson Teacher Notes | ||