From: Theodore J. Gardella (email@example.com)
Date: Thu Nov 16 2000 - 16:33:52 EST
Next message: Romeo Cochrane: "Re: [Teacher-Talkmissinglink] It's not over."
As a person who was lucky enough to work on CMP while it was being constructed at Michigan State University, I'd like to share some of what we are doing in Battle Creek Public Schools. We have our lesson plan formatted to match CMP, and we also use the Launch-Explore-Summarize philosophy in our other core content areas. We are tryng to work with our
teachers to focus harder on the summary in this, our fourth year of implementaion. I have modified our lesson plan template to include some questions for teachers to aks themselves. I have attached that file for you to distribute, if you think it will help teachers. We also offer intensive "at the elbow" coaching for our teachers in CMP - I am
currently coaching two of our most thoughtful grade 7 teachers. WE were not able to pull together a group this year to work through the Cmissing link workshop, but we are hoping for a group either at the semester break, or possibly next year. Keep up your great work!
K-12 Mathematics and Science Coordinator,
Battle Creek Public Schools
Jan Robinson wrote:
> Hi to all,
> Wanted to take this opportunity to once again encourage all of you to
> keep moving toward excellence. Learning and growing is a process and
> its never-ending. Each time you try something new, take time to
> celebrate! Especially if it didn't work out the way you planned. I
> think I have improved the most trying to figure out why a particular
> lesson didn't work and what I could do differently to make it better.
> Remember in your planning that our lessons need to be orchestrated like
> a fine symphony. Picture the opening of class, imagine what you want
> your students to be doing and then design the launch to make it happen.
> What will the "explore" look like? How will your students be grouped
> and why those groupings? What will class sound like? Where do you see
> yourself and what will you be doing? Then when its time to process the
> lesson, who will be doing most of the talking? What's your role?
> What's the important mathematics that students should be walking away
> with? Did they get there? What happens next? Powerful lessons don't
> just happen, they take time, and have a clear objective. What I have
> just described is not easy, but it is worth it. Especially when you see
> your students discover an important idea for the first time.
> Finally, I would like to share a quote with you.
> "If you want to feel secure, do what you already know how to do. If you
> want to be a true professional and continue to grow. . . go to the
> cutting-edge of your competence, which means a temporary loss of
> security. So whenever you don't quite know what you're doing, know you
> are growing."
> Madeline Hunter, 1987
> Thanks for all your efforts in providing the best mathematics
> instruction possible for our kids.
> Jan Robinson
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