CPM Glossary
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Talk MovesAlthough IRE is the most common type of Teacher-Student discourse, talk moves are a better option. The secret to talk moves is not to evaluate, but question for better discourse without acknowledging if the response was right or wrong. Talk moves can work at the small team level or in a whole class discussion. Here are the four types of talk moves. (O'Connor and Chapin) Elicit Student Thinking (what are the students thinking and saying?)
Orient Students to the Thinking of Others (Are the students listening and understanding what others are saying?)
Deepen Student Understanding (How can I make this more meaningful?)
Students Response to the Reasoning of Others (How can students build on this idea?)
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Tasks that Promote ReasoningOne 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. | |
Teacher ToolkitThe Teacher Toolkit - Collaboration, Pacing, and Routines is a module within the Professional Learning Portal that provides teacher testimonials from experienced teachers regarding the routines and procedures they use to support student learning in their own classrooms. | ||
Teacher TransparencyWhen implementing new instruction strategies, it is not only important to make obvious the intellectual practices involved in completing and evaluating learning tasks, but also to explain the intent of your practice to your students. Each strategy and classroom expectation should be accompanied by an explanation of how that intentional act will positively impact the students' learning. Read the article Teacher Transparency , by John Hayes, in the May 2020 CPM Newsletter. | ||
Team RolesCPM resources are designed around four Team Roles: Resource Manager, Facilitator, Recorder/Reporter, and Task Manager. Click on the individual roles to see their descriptions. | |
Teammates ConsultMode of Instruction: Teamwork Purpose: Team discussion and decision making Objective: To establish mathematics goals to focus learning, teams utilize an established routine to begin problem solving by making sure all members know the goals and learning progression. Teammates Consult is an effective strategy to use for problem solving and concept development situations. It allows the students an opportunity to think and discuss the problem before actually writing anything down. All pencils and calculators are set aside (no writing). Students read the problem or question individually. Students get approximately 1 minute of individual think time. Students take turns sharing and discussing the problem for clarity. Students share possible strategies or next steps. Teacher gives okay for pencils to be picked up and written work to begin. | ||
They Say..., I Say..., So What...? ProtocolA reading strategy where text is read silently and individuals are asked to describe what they say (the authors say) about the topic; interpret what the reader thinks about the topic (I say); and then the reader writes what the topic means to them (so what). This is shared with a partner, group and/or whole class. | |
THINK INK PAIR SHARE-ASYNCHRONOUSThis could be done on your Learning Management System or on a document that all students have access to. You could assign each student a Team Role ahead of time and then pair up team roles (i.e. Facilitators are paired with Resource Manager) In your LMS, create a Forum with your prompt. Students write an entry and then read and comment on another a partners entry. Partners are determined by their team role. On a Google Doc, put the prompt at the top. Have each student write an entry and then read their partners and comment or question on what they read. | |
Think Ink Pair Share-Socially DistancedThis could be done with whiteboards so that the writing is large enough for distanced students to see each others work. It could also be done with a Google Doc. The teacher posts a prompt in a document or sheet. Have each student write an entry and then read their partners and comment or question on what they read. Teachers would monitor the time and give students verbal feedback about the amount of time left. | |
Think Ink Pair Share-SynchronousThis could be done on a document or a spreadsheet. The advantage of a spreadsheet is that you could lock some of the columns or rows so that students could not change the data. The teacher posts a prompt in a document or sheet. Have each student write an entry and then read their partners and comment or question on what they read. Teachers would monitor the time and give students verbal feedback about the amount of time left. You could also do this with Private Chats or Breakout Rooms but be mindful that you may not always be able to monitor these chats. | |
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 | ||
Tools and Technology Outcome 6Understand how to access Team Support and Strategies to establish and maintain classroom expectations | ||
Tools and Technology Outcome 7Examine Universal Access and Literacy resources to support the learning of all students | ||
Tools and Technology Outcome 8Learn how to access and navigate CPM’s Learning Management System | ||
Tools and Technology Outcome 9Locate resources to support parent and public relations | ||
Traveling SalespersonMode of Instruction: Teamwork/Teacher-led Purpose: Communicate mathematical ideas Objective: To implement tasks that promote reasoning, students solve a problem and decide on an effective strategy within a team. One team member shares that strategy with other teams. Teams receive a topic or problem—same/different from other teams—and a presentation is prepared. Teams plan and practice within teams. Then one team member—Traveling Salesperson—rotates to another team to pitch the presentation. The team asks clarifying questions. Then the Traveling Salesperson returns to the team so that roles may rotate. The use of Numbered Heads allows all team members to rotate. The teacher circulates to make informed instructional decisions about which team member is assigned the role of Traveling Salesperson.
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Tuning ProtocolMode of Instruction: Teamwork Purpose: Receive feedback Objective: To promote meaningful mathematical discourse, students share, analyze, and compare teammates' approaches and arguments. Team Member (1) presents an explanation to a problem to other team members in a short period of time—one or two minutes. The presentation may be a portfolio project, a report, a math problem, Learning Log, etc. When the time is up, team members ask Team Member (1) any questions or clarifications—about one minute. Then Team Member (1) turns away from the team while team members discuss the presentation and deepen understanding of the problem—five minutes—, while Team Member (1) listens and writes notes. Team Member (1) turns back and shares a reflection of the discussion. The role may rotate to Team Member (2) and the process continues. The teacher uses discretion for length of activity.
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Turn and TalkMode of Instruction: Partner Work Purpose: Share understanding Objective: To promote productive struggle with a topic before mastery is expected, two students share mathematical ideas with each other. Teacher monitors through circulation. To discuss a procedure or concept without writing, one team member explains while the other team member listens. If there is a disagreement, students continue to discuss the solution and agree on a single explanation. When partners have an explanation, they share with the rest of the team. Students work in pairs. Team Member (1) explains while Team Member (2) listens. Team Member (2) asks clarifying questions to Team Member (1). Partners agree on one explanation to share with other members of the team. Roles are reversed for the next problem. | |
Two Stars and a WishMode of Instruction: Independent/Teamwork Purpose: Reflection and feedback Objective: To establish goals to focus learning, students identify strengths and areas for growth. Teacher monitors students’ understanding to guide instructional decisions. During any presentation, students record two things they really liked—Two Stars—and one suggestion that might improve the presentation—a Wish. At times, a team member may be present to explain or answer questions about the presentation.
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