I interviewed my practicum supervising teacher, Tracy Thornton at Parrish Middle School.
1) How does the CMP curriculum align with the national Common Core and NCTM standards?
a. Does not completely align with common core.
b. District goes and makes scope and sequence (when and what to teach according to standards) but have had to make modifications because not 100% aligned.
2) Numerous students are a year or more behind in the basics. How does one address the needs of these students on a daily basis so they can get up to grade level and also experience success in the inquiry to investigation philosophy of the CMP?
a. Providing tools to be successful and on grade level math (multiplication tables, divisibility books, sentence starters, small group instruction and some calculator usage).
b. Don’t focus on the basics…look at what you need to know and how those basics will support the lesson. Example: can do and master PEMDAS without knowing the basic multiplication.
3) What is the role of homework (and accountability) in CMP?
a. Accountability is high. Homework is a necessity for the practice part. They get the inquiry in CMP, but not the practice.
4) CMP investigations compose of small-groups (pair-share, teamwork, cooperative learning). Describe several classroom management techniques that ensure all students are actively engaged. Eg, how are individual roles established? Accountability (Group, individual)? On going assessment(s) and checking for understanding?
a. Print out group norms. Why is it important to do math in teams? What does cooperative group work look like?
b. No assigned roles (moderator, scribe) etc.
c. Spiral journals and having everyone write makes them accountable for the information.
d. If teacher randomly goes up to group and asks random person, all group members should know answer.
e. Weekly or other week quizzes also holds them accountable. Their grade relies on the work being done.
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