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News > Index for additional teaching ideas
Index for additional teaching ideas
Past issues of the CPM newsletters are posted at http://www.cpm.org/teachers/news.htm. They are a rich source of suggestions for using the CPM curriculum. Below is an index of issues and topics since 1996. The September 1999 and 2001 articles in bold below are the most comprehensive summaries of CPM methodology outside of your teacher edition. The "Seven Proven Ingredients" article from the 2003 August/September newsletter is a short list of teacher behaviors that lead to success. It is based on the experiences of hundreds of CPM teachers. "Keys for success for new CPM teachers" are featured in the September 2005 and 2007 issues.
| 2010-2011 |
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| September: |
Reminders for the new school year, pp. 1, 9 |
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Identifying similarities and differences (Marzano), pp. 8-9 |
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Mathematical discourse: Why do we need it?
How do I foster it in my classroom?, p. 10 |
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What we learned during our first year using CPM Algebra 1, p. 11 |
| March: |
Helping students take organized notes, p. 6 |
| 2009-2010 |
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| September: |
Standards-based grading assessments, pp. 1, 6 |
| November: |
Building a successful operating system for students,
pp. 2, 6 |
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Team roles (Guest Contributor), p. 5 |
| February: |
Best practices and the Marzano instructional
strategies, p. 6 |
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Improving your questioning skills, pp. 4-5 |
| 2008-2009 |
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| September: |
Quick tips for starting the school year, pp. 1, 5 |
| November: |
AEIOU & always Y: Communication and Assessment,
pp. 1, 5-7 |
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Chris’s Corner: Lesson pacing, p. 2 |
| March: |
What to do if I am stuck…, p. 3 |
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How student-centered is your classroom?
Checklist on p. 5 |
| 2007-2008 |
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| September: |
“Keys to success” in the CPM classroom. pp. 1, 7 |
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Differentiated instruction, p. 4
Teaching your classroom norms, p. 4
Re-thinking assessment, Part 1, pp. 4, 7 |
| November: |
Update on study team strategies, pp. 1, 3 |
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Lesson closure, p. 2 |
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Assessment, Part 2, pp. 3-4 |
| February: |
Assessment, Part 3, pp. 1-2 |
| May: |
CPM and Professional Learning communities
(PLCs), pp. 1, 5 |
| September: |
Mathematical discourse: Why do we need it?
How do I foster it in my classroom?, pp. 1, 3
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| 2005-2006 |
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| September: |
When and how to assist students, pp. 1, 3
Three keys for success the first time you teach a CPM course, pp. 1, 4
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| 2004-2005 |
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| September: |
What we learned during our first year with CPM Algebra 1, pp. 1, 8
Using pacing guides in the classroom, p. 3
Back-to-school check list for CPM classrooms, p. 7
Using CPM with special needs students, pp. 3, 7
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| November: |
Fostering cooperation in team learning, pp. 2, 4
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| 2003-2004 |
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| Aug./Sept.: |
Seven proven ingredients for a successful year, pp. 1, 6-7
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| January: |
Maintaining effective study teams, pp. 1, 4-5
Questioning strategies in the classroom, p. 5 |
| 2002-2003 |
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| Aug./Sept.: |
Advice for starting the school year, p. 6
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| November: |
Using CPM in a high school honors class, pp. 1-2
Quick tips to keep on pace, pp. 1, 4
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| February: |
Managing and interacting with study teams, pp. 1, 4 |
| 2001-2002 |
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| Aug./Sept.: |
Myths about the CPM classroom (i.e., what to do), pp. 1, 8-9
Advice for first-year teachers, pp. 1, 7
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| November: |
Closure in the classroom, p. 1 |
| February: |
Assertive study team management, p. 6
Avoid falling behind, p. 6 |
| 2000-2001 |
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| September: |
Using CPM with students with special needs, p. 4 |
| January: |
Four short items: Math 2 circle vocabulary, Jeopardy format for chapter summaries and review, teaching students to take notes, and what constitutes a complete CPM lesson, pp. 6-9
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| March: |
Modeling effective team behaviors, pp. 1-2 |
| 1999-2000 |
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| September: |
General ideas for classroom management, pp. 1, 6-7 |
| November: |
Proof thread, pp. 1, 4 |
| 1998-1999 |
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| November: |
Everyday instructional strategies, p. 4 |
| January: |
Study team fundamentals and “quick tips,” p. 7 |
| March: |
Getting through the books (staying on schedule), pp. 1, 5 |
| 1997-1998 |
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| September: |
Reminders about CPM fundamentals & philosophy, pp. 2-3
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| December: |
Maximizing your chances for successful change, pp. 1-2
Mastery over time: an update, p. 6 |
| 1996-1997 |
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| October: |
CPM classroom checklist, pp. 1-2
Listening and responding to the study teams, pp. 2-3
Reflections (working with colleagues), p. 3
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| November: |
Reflections (clarifying the CPM teacher’s role in the classroom), pp. 2-3
Ideas to make study teams work, pp. 4-5
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| March: |
Mid-Year study team suggestions, p. 4
Becoming a CPM teacher--one teacher’s experience, p. 5
Homework management tips, p. 9
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| May: |
Mastery over time--what are the implications? pp. 1-2
Mastery tips, p. 8
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