March 18, 2025 • 27 mins
First, it's Awkward Moments Day! So we have... well... an awkward opening to the podcast by Joel and Misty...
Then!
What happens when students who struggle with math suddenly start asking for MORE math problems? When they eagerly show their work to administrators and connect classroom concepts to real-world situations? This transformation isn't magic—it's the result of the Inspirations and Ideas (I&I) curriculum being implemented by passionate educators like Lisa Milner from Armada School in Michigan.
Lisa shares her journey from skepticism to enthusiasm about CPM's approach, describing how winning the I&I Initiative allowed her to attend comprehensive training at the National Teacher Institute. The impact on her classroom has been nothing short of remarkable. "These kids trust me and their classmates," Lisa explains. "They're not afraid to say 'I don't know' or 'how did you do this?'... they're cheering each other on."
The I&I curriculum creates a safe learning environment where students previously hindered by math anxiety now thrive through collaborative problem-solving, reflective journaling, and engaging launches. Beyond just helping students in the support class, Lisa has observed these same students becoming leaders in their regular math courses—participating more actively, helping peers, and showing improved performance on assessments.
For educators frustrated by traditional intervention approaches that emphasize remediation over engagement, I&I offers a transformative alternative focused on building deep mathematical understanding and student confidence. Applications for the I&I Initiative are due by May 1st, with winners receiving fully-funded travel to the National Teacher Institute from June 23-27 in Salt Lake City. Apply here.
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
X: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:17):
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:32):
Boom, hold on.
Here we are.
Uh-oh, it's okay, Pause please.
Speaker 1 (00:37):
E-O-E-O.
Speaker 3 (00:38):
E-F-E.
Speaker 1 (00:41):
The 18th, all right Of March.
Speaker 2 (00:57):
Oh, here we are.
Itth of March, oh, here we are.
Speaker 1 (00:59):
It is oh, it's the main holiday today.
Not even a subset.
Okay, I'm ready.
Speaker 2 (01:06):
Oh, you know what that?
Speaker 1 (01:07):
means Excuse me.
Speaker 2 (01:09):
Are you ready now?
Speaker 1 (01:13):
Ready.
Speaker 2 (01:14):
Okay, march 18th was the National Day today.
Speaker 1 (01:19):
Today is Awkward Moments Day.
Speaker 2 (01:23):
Oh, that entire 30 seconds of us getting ready to
do this was awkward, wasn't it?
Speaker 1 (01:28):
It was very awkward.
I said a full thing.
I'm like, oh my gosh, I'm notready.
Speaker 2 (01:35):
Yeah, no, that was perfect.
We're already celebrating.
Look at us y'all.
Speaker 1 (01:38):
We are in the midst.
Speaker 2 (01:42):
Oh, Awkward Moments.
Day the myths.
Oh, awkward moments day.
I remember when we were on thepodcast, Joel just kept coughing
and coughing and.
I said keep talking.
And well, it was good.
That's good, thank you.
Thank you.
I remember when I was younger Idon't remember if it was like
in some, it was in some magazinethat I used to read it was
(02:04):
young mist or something likethat's probably ym it was and
there was a thing where peoplecould write in their little
stories, anecdotes and things,and it was called.
My face was so red and peoplewould write in these
embarrassing moments, rightbecause, their face was red
because it was embarrassing,awkward, whatever.
so all these, all these youngladies would write in things
(02:27):
that were embarrassing.
I don't remember why.
That's just what I think ofwhen I think of awkward moments.
I used to love reading thosebecause I was like, wow, there's
people doing all these crazythings and being embarrassed.
Speaker 3 (02:38):
Yeah, there's something about Go ahead.
Speaker 1 (02:41):
Well, I was just going to say.
One of the things listed aboutawkward moments and embarrassing
is Do you remember when AshleySimpson was on Saturday Night
Live and got caught lip-syncing?
Speaker 2 (02:54):
No.
Speaker 1 (02:54):
Huh.
Speaker 2 (02:57):
I mean that makes sense.
Yeah, when Milli Vanilli gotcaught lip-syncing.
Speaker 1 (03:02):
Oh my gosh, they denied it.
Yeah, yeah.
Speaker 2 (03:07):
Yeah, I think that there's things that I, that we
have this kind of I feel likesometimes people have a like a
lot of I can't always say thisword right Schadenfreude, right
Around you know, like otherpeople's mistakes or other
people's awkward moments, but Ithink there's some part of that
is because then it makes us feelbetter, because we're not the
(03:28):
only ones making silly things.
Speaker 1 (03:31):
Yep, yeah.
Speaker 4 (03:33):
It's not that.
It's not that we don't do thosethings.
Speaker 1 (03:36):
It's that we're in a club of everybody's.
Speaker 2 (03:39):
Right, oh, I'm not the only one who does really
really ridiculous thing.
Yeah, yeah.
Speaker 1 (03:49):
Okay, well, how are you going to celebrate?
Speaker 2 (03:51):
We're talking about awkward moments, I mean, I'm
sure we've already celebrated.
Speaker 1 (03:55):
Well, this is one way for sure.
Speaker 2 (03:57):
Okay, how are you supposed to celebrate awkward
moments today?
Speaker 1 (04:01):
You could boldly share your moments on social
media.
I'm not on social media, so I'mnot going to do that no, I'm
not doing either you could getover an awkward moment from your
past.
If you're holding on to it,don't get some trauma from it.
Yeah, you could call a friendor a pal, like how they're just
(04:25):
like here.
Speaker 2 (04:26):
I'm just going to get over this today.
Speaker 1 (04:27):
That's right.
Speaker 2 (04:28):
I'm going to schedule it for three o'clock.
Speaker 1 (04:32):
Well, and you could schedule this thing with a pal
to remember an awkward moment.
Remember when we did a podcastand I couldn't find the page.
Speaker 2 (04:43):
We could reminisce about awkward moments.
Oh, that was so funny.
Speaker 1 (04:49):
You can have a laugh.
Speaker 2 (04:53):
I think there's a theme of just taking your
awkward moments with a littleless seriousness.
Speaker 1 (04:58):
I will say the 17th.
There's some things that happenon the 17th, and one of them is
it's my half birthday.
I like to celebrate my halfbirthday, and maybe some awkward
moments would come from the17th that I can remember today,
on the 18th.
We'll find out.
Speaker 2 (05:18):
We'll find out.
Speaker 1 (05:21):
I may not share here.
Speaker 2 (05:22):
We're awkwardly, awkward, awkwardly awkwardly
saying something about thefuture when we're pretending
it's now yes oh no people are onto us, we.
Speaker 5 (05:31):
This is pre-recorded darn it.
Speaker 2 (05:34):
People know now what's going on it's like it's
like pulling back the curtainyes on the wizard of o, it's
just like that.
Okay.
Well, clearly we're celebratingAwkward Moments Day and we
recommend that everyone elsedoes too.
Absolutely See, it's just Idon't care, we just start
(06:11):
whenever we start.
That's how it is.
So all right.
So today we're here with LisaMilner, and she is a teacher at
Armada School she just taught mehow to pronounce that just a
moment ago in Michigan and we'retalking about this because she
is one of the teachers who wonthe Inspirations and Ideas
(06:33):
Initiative last year, lastsummer, and attended at the
National Teacher Institute to doher onboarding for I&I, and so
we're talking about her with herthis year because apparently
she really likes it and we wantto find out about that and then
we can hopefully get some morepeople interested in it.
So welcome to the podcast.
Speaker 1 (06:53):
Yeah welcome.
Speaker 5 (06:54):
Thank you so much for having me.
Speaker 2 (06:55):
I'm so excited to be here, absolutely so start off,
tell us I'm assuming that maybeyou're a middle school teacher,
but maybe you're not Tell uswhat you teach and what you do
at Armada schools.
Speaker 5 (07:07):
So this is my 13th year of teaching.
I joined Armada in February of22 and had never heard of CPM
prior to working in Armada.
I went to the training in Juneof 22 for Core Connections and
I'm an eighth grade math teacher.
I was teaching CC3 and CC1.
And my principal approached melast year and said hey, we would
(07:31):
like to send you to training toteach these new support classes
and instead of teaching CC1 orCCA I'm so sorry it's CCA rather
than CCA I teach CCA and CC3.
Speaker 2 (07:45):
I'm so sorry it's CCA rather than CCA.
That makes more sense.
I'm sorry, it's totally fine.
Speaker 5 (07:49):
CCA and CC3.
He's like hey, we want to.
Instead of you teaching CCA, wewant to implement the support
class for I&I because it goesmore with the eighth grade
curriculum.
So I was lucky enough, I wasreally honored that he chose me.
I was the only one in ourentire district asked to go, so
that was quite an honor as well.
(08:10):
So I've only been teaching CPMfor the past three school years
and this is my first year forINP and currently I'm teaching
it for seventh graders andeighth graders.
Speaker 2 (08:24):
Okay, okay, that's interesting.
All right, so, and then youapplied for one of the I&I
initiatives, right, so thatcovered your travel and the
other things for your site sothat you could get to the
National Teacher Institute.
I can't say that NationalTeacher Institute Last year in
Salt Lake City.
Did you see Joel while we werethere?
Speaker 5 (08:44):
I was just telling her.
Speaker 2 (08:45):
No, I did not.
Speaker 5 (08:46):
I was like he said he resided in.
Speaker 3 (08:48):
Salt.
Speaker 5 (08:48):
Lake City and I was like, oh, were you there?
And he goes yeah, you didn'tsee me at lunch.
Speaker 1 (08:54):
She said you didn't make an honorary appearance.
Speaker 2 (08:59):
I was like I was teaching in the other room.
Well, okay.
Well, this is, you know.
A word out for anybody who isat the National Teacher
Institute.
Speaker 5 (09:06):
I'll be there.
Speaker 2 (09:07):
You need to connect with Joe he's there, go find him
.
Speaker 5 (09:09):
He's somewhere on campus, exactly, exactly.
Speaker 2 (09:14):
So tell us first about thanks for telling us why
you got involved with INI.
So did you know anything aboutwhat INI was, other than it was
a support class, before you wentto the training in?
Speaker 5 (09:25):
Salt Lake City.
I did not have too much priorknowledge.
Our district is kind of in theworks of seeing if we're going
to continue using CPM and thedifferent options that you have,
because there's a lot of newoptions out there.
So we have been connecting withother facilitators to talk
about the change in thecurriculum, the upgrades to the
(09:45):
core connections and tell me theother course.
Sorry for the inspiringconnections, inspiring
connections, the two differentversions, because we were
talking about the non-verticalum the vertical non-terminate
surfaces.
Cause I totally invert that.
Speaker 4 (10:04):
Yes, it's okay.
Speaker 5 (10:05):
So we have been talking and discussing those
ideas.
So I was really excited to goto this conference because I did
like what I had seen withInspiring Connections and that I
knew it was going to be alittle bit more similar for INI.
Speaker 2 (10:22):
Cool.
So you went to NTDI and youstarted your implementation.
How have you felt like that'sbeen going?
You already were familiar withCPM, ini's a little bit of a
different feel but how are youfeeling like that's felt to
implement that new program?
Speaker 5 (10:37):
Yeah, I love training and at training I feel that
because of how well Janie andLisa and Bridget showed us the
course and the flow and becausehow I actually love CPM, At
first I was not on board.
What is this?
This is weird.
This is very different.
(10:58):
How does this all fit together?
Now, seeing that background andgoing into this I&I training,
it really built and allconnected, I'm like, oh, this is
amazing because I can see theparallels and how they align
with each other and how they allconnect.
So I was excited.
These were great activities.
(11:23):
I came from teaching alternativeed for nine and a half years so
I dealt with kids that had verylow confidence in math, didn't
like math, didn't think math wasfun, cried.
I've seen all the emotions formath.
So, seeing this course, knowingthat I can bridge that gap, fix
the mindset at such a young age, I'm really setting up the
foundation for the rest of theirhigh school career, which I
love.
That's really why I became ateacher At high school.
(11:46):
They're kind of already in thatmindset.
They already have thosepreconceived notions of no, I
can't do this, I hate math.
I can now correct that and withI&I I am just seeing how much
these kids are growing, theconversations that they're
having, the confidence and themwanting to explore their
willingness to help one another,the positivity that they have.
(12:08):
It's insane.
I'm so proud of the kids.
They've done an incredible job,so I just can't wait to see how
it continues to grow over theyears.
Speaker 1 (12:19):
Because you were teaching core connections before
or still are.
But with the I&I what is beingenhanced, what is adding to that
to make that line shift foryour students, do you think?
Speaker 5 (12:46):
the curriculum.
So now seeing all CC1, CC2, CC3and teaching I&I, I really am
able to see a true picture ofthe fluidity and how it builds.
So I am able to better assist mykids and tell them hey, you're
going to learn this coming upand I can prepare them.
So even the seventh gradecontent.
It doesn't always align, butI'm preparing them for future
things that they're going tolearn.
So in Unit 4, there is somesolving equations, but now in
(13:07):
CC2, they're just startingChapter 6, which is going to
implement solving equations withinequalities, and then they'll
be solving more.
So I'm just preparing them.
I'm showing them futureconcepts that they're going to
be learning and building theirskill set.
I feel like when you're dealingwith students that don't love
math to begin with and have alittle confidence, if I can
(13:29):
already show them what they'regoing to learn and help them
ease into that, it makes it lessscary.
Speaker 1 (13:35):
They're like okay, I can do this because they're in a
smaller setting.
Speaker 5 (13:39):
Right, I have built a safe classroom, a safe
environment.
These kids trust me and theirclassmates.
They're not afraid to say Idon't know, I don't get this,
how did you do this, how'd youget that?
Like they're cheering eachother on and that's exciting to
see.
So they're being the booster,which is one of our team roles.
It's really nice to see them dothat and troubleshoot their
(14:02):
ideas Like hey, I did this,maybe you should try this, or
why did you do that?
It's nice to hear theinvestigative talk and so they
feel more comfortable withasking questions than I think
they would in a class of 25 or30, because they don't want to
be called dumb.
So it's nice that they getthose questions out.
Speaker 2 (14:21):
So when you're thinking about the things I mean
, I hear you talking about thedifferences in some of the team
roles and setting up the safeenvironment and those pieces,
and it sounds to me like I&I ishelping you create those things
more than just in the coreconnection stuff that you were
doing.
And so can you talk some moreabout what are some of the
(14:43):
elements of I and I that youfeel like are really allowing
you to do that?
Speaker 5 (14:48):
I mean I love the launches.
I think the launches are agreat way to start the
activities.
My kids love them.
They love.
They've really done well withthe thumb up.
I know you guys can't see me incamera, but I'm putting my
thumb up.
So for a launch, there's a lotof number talks, what doesn't
belong kids are, or dot talks.
So you show a launch and thekids don't talk to each other.
(15:09):
You give them a couple minutesand you let them look.
If they come up with an idea,they put their thumb up.
If they come up with anotheridea, they put another finger up
.
They did a really great jobresponding to that and I've
heard them say hey, are we goingto do a number talk today?
What are we doing today?
Speaker 3 (15:23):
So they're excited.
Speaker 5 (15:24):
You know, I've never seen that and I've talked I've
talked with Lisa Amick that thekids have asked me hey, can we
do more problems?
Hey, can we go show theassistant principal Because he
used to be a math teacher?
They're excited to show thestaff, their parents, their work
.
They're proud of their work Inthe drinking fountain activity.
I showed them the video andthey're like hey, can we go
(15:48):
record our data from ourdrinking fountain?
I'm like this is amazing.
So then I quickly came up withan Excel spreadsheet and we did
that for about two weeks.
I just finished lesson 4.8, no4.7, with the proportions, with
the day of the weeks and therunning.
Okay, am I correct in the?
Speaker 2 (16:10):
I don't know.
You have to tell us more,because some people might not
even know that.
So can you tell us a littlemore about what the problem is?
Speaker 5 (16:16):
So in lesson 4.7, how far did she run?
The kids are working withproportions and ratios.
And the one question only hadMonday through Thursday.
The kids were working withproportions and ratios and the
one question only had Mondaythrough Thursday.
The kids were like, hey, canyou give us more problems?
I'm like sure.
So I came up with differentexamples and numbers for Friday,
saturday, sunday.
They're like this is so fun,this is awesome.
I'm like where am I?
What's happening?
(16:37):
There's a lot more work.
So it's just, it's exciting.
Even the Super Bowl lesson,which was like 4.6.
I had the student.
We talked about the Super Bowl.
I had them each come up withtheir own question and they were
so excited.
They're like I learned so muchabout the Super Bowl.
Or in their research they'relike I want to know more.
It prompted more questionsthey're excited to learn.
(17:00):
Then, as silly as it sounds,the one there is a lesson about
not prank calls, telemarketersor those text messages like that
, you get the spam call.
Speaker 3 (17:13):
And I was like this is.
Speaker 5 (17:14):
This is kind of a tough lesson with some of the
questions.
But then a couple of days laterthe kids go hey, remember in on
Monday we were talking aboutspam calls in this class and I'm
like, so they're relating it tothe real world, they're seeing
these connections.
I'm like, oh my gosh, they arelistening, they are learning.
So it's great to hear them talkabout it, not just in my class.
Speaker 1 (17:38):
And it sounds like they're really excited in the
inspiration and ideas class.
And are they just as excited inthe Inspiration and Ideas class
?
And are they just as excitednow?
Do you see that difference inthe 8th grade course or the
Algebra course?
Are they bringing thatexcitement into the other?
Speaker 5 (17:52):
I do think it's easing their anxiety.
But when they came into regularclass, they were a little
worried, like am I going to do?
Well?
Because, again, these kids werenot successful in 7th grade.
So now I'm bringing them into.
You know they struggle.
I'm not saying they're terrible, but they had some fears and
anxieties.
So, coming from I&I because Ihad it earlier in the day and
(18:13):
then they took the regular mathcourse later Yep, it definitely
helped them.
They were my kids that wereparticipating more, were helping
other kids, being leaders in myregular math class and being
willing to answer questions andhelp their peers.
So, and it definitelytranslated into their grades and
their test scores.
So, yes, Awesome, awesome.
Speaker 2 (18:36):
So where are you going from here?
You've got some months of theschool year left.
What's your plan for the restof the school year?
And then, do you know what itit's gonna look like next year
for your kids?
Speaker 5 (18:45):
um, are you asking like my plans for the rest of I
and I or sir?
Okay, well I was the or well, Iand I comes with two books and
I'm really excited that I'mgonna be done with book one in
about two weeks, so prior tospring break I'm gonna be
finished with book one.
And the kids are like, are we tospring break?
I'm going to be finished withbook one.
(19:06):
And the kids are like, are wegoing to get a new book?
I said you are.
So they're anticipating thatand they're like, but wait,
we're probably not going tofinish it.
And I'm like, nope, we're goingto just do as much as we can.
So they're excited.
They know.
I really love the journaling andthere's a journal with a
reflection side and a narrativeside.
I really love the reflectionpiece, which I feel aligns with
(19:27):
the learning logs from CoreConnections.
I really like the learning logs.
I create my own questions forthe learning logs because in
Core Connections it doesn't giveyou those questions, where in
I&I they do give you someprompts.
I will add to both prompts.
I like the piece because I canbe relatable to the kids.
I'll tell them about a journeyor a story to help them spark
(19:50):
some ideas for their ownreflection pieces and just add
on because there's some thingsthat I want to know.
So I love that piece.
So I'm excited to do that.
But yes, next year I'm going tocontinue to teach I&I.
They sent me to this training.
I was nominated, applied forthe initiative.
It's mine, it's all mine.
(20:11):
They're not teaching me.
I'm super excited to grow theprogram and just to be better
and to take what the kids havetaught me this year and what
I've learned this year and toapply it for next year and make
it even better.
So I'm really excited.
I'm really happy that we havethis program for our students
because I know that it's goingto help them grow even more.
(20:33):
So I'm excited.
And it's a class that theparents can see, that it aligns
where I feel the parents feltthat the support class was just
a blow-off class, a homeworkclass, where now it's more than
that.
It's more than just you'redoing homework, no, you're
(20:56):
learning math in a different wayand it's going to help them in
the long term.
So the buy-in from not only thestaff, the school, the
community, it's all there.
Speaker 1 (21:09):
That's really cool.
Have you been able to stay incontact or do you guys support
each other with your colleaguesthat you spent the summer with?
Speaker 5 (21:17):
Oh my gosh, thanks for asking.
We have an amazing I&I groupchat.
I love my people.
They're amazing.
Yeah, we talk all the time.
We'll bounce ideas off of eachother in the chat.
We're like what lesson are youon?
Or was this confusing?
How did you do this lesson?
Yes, I love all my peeps.
Speaker 3 (21:38):
Shout out to everybody.
Speaker 2 (21:43):
So if there were a teacher who was listening to
this and thinking about, I and Iwondering and thinking about,
and contemplating applying forthe initiative, what would you
suggest to them?
Speaker 5 (21:56):
I would say don't hesitate, dinah, you're not
going to regret it.
One of my colleagues in thesummer taught it teaches at an
alternative school and she'seven applying it there.
I wish I had this when I taughtalternative ed.
They would have loved it.
You know, blown with this, thisis what they need.
(22:21):
They need to apply mathematicsin a more practical manner, to
do group talk, to help oneanother, to build confidence,
because that's what they'relacking.
So this is great.
No matter what age group youteach Middle school, high school
, alternative ed I say sign up,you're not going to regret it.
It's amazing.
You're not going to regret it,it's amazing.
Speaker 2 (22:42):
Well, lisa, thank you so much for coming on the
podcast today and bringing yourenthusiasm about I&I.
I mean it sounds like thingsare going really well for you
and I really am happy for thekids that are getting to
experience that with you.
Speaker 5 (22:52):
Thank you so much.
Speaker 2 (22:54):
Of course.
Thank you for this program.
Happy New Year.
Happy New Year, thank you thisprogram.
Have a great rest of your year.
Speaker 3 (23:00):
Thank you, you're welcome.
Hey everyone, this is LisaAmick and I work on CPM's
(23:20):
research and professionallearning teams.
I'm here with a quick butimportant plug for an incredible
opportunity called theInspirations and Ideas
Initiative, also known as iCubed.
If you are a middle school oreven an early high school math
teacher looking for a better wayto support your students who
struggle, this initiative is foryou.
Icubed is a game-changingprofessional learning
(23:42):
opportunity to attend theNational Teacher Institute in
Salt Lake City June 23rd through27th, with travel, lodging,
meals and other expenses covered.
This initiative is designed tosupport CPM's mission of more
math for more people by helpingteachers bring engaging,
asset-based math instruction tostudents who may struggle with
(24:02):
algebra readiness.
So what's the catch?
There actually isn't one.
If selected winners will oneattend the National Teacher
Institute in Salt Lake City June23rd through 27th, with all
major expenses covered.
Two, learn about Inspirationsand Ideas, a transformative
middle-level supplemental coursedesigned to build algebra
(24:23):
readiness.
Three, commit to purchasing andimplementing Inspirations and
Ideas in their district for theupcoming school year.
And four, be asked to completea short pre and post-survey and
interview to support ongoingresearch.
So you might be wondering whatmakes Inspirations and Ideas
different?
Well, unlike traditional mathintervention programs,
(24:46):
inspirations and Ideas.
Focuses on deep mathematicalunderstanding, rich problem
solving and building studentcompetence in mathematics.
It's challenging yet supportive, promotes engagement over
memorization and has receivedfantastic feedback from both
students and teachers.
So if this sounds likesomething you or your district
could benefit from, don't wait.
Applications are due by May 1st.
I'd love to see you in SaltLake City this summer and I
(25:08):
truly hope that you apply.
Speaker 4 (25:17):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(25:40):
More People.
What day will that be, joel?
Speaker 1 (25:43):
It'll be April 1st, Mathematics and Statistics
Awareness Month and you mightthink I'm kidding because it's
April 1st, but I'm not.
It really is the whole monthMathematics and Statistics
Awareness, and it's fun to lookat statistics and have data
chats and number talks and allsorts of things so that we can
(26:08):
see trends through history,what's going on in our world
today, what's happening innature.
See all of those things, and sowe'll talk about all the things
that are going to happen overthe month of April to make
mathematics and statistics awareto everyone.
So we'll see you on April 1st.
Speaker 3 (27:07):
Thank you Bye.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:32):
Boom, hold on.
Here we are.
Uh-oh, it's okay, Pause please.
Speaker 1 (00:37):
E-O-E-O.
Speaker 3 (00:38):
E-F-E.
Speaker 1 (00:41):
The 18th, all right Of March.
Speaker 2 (00:57):
Oh, here we are.
Itth of March, oh, here we are.
Speaker 1 (00:59):
It is oh, it's the main holiday today.
Not even a subset.
Okay, I'm ready.
Speaker 2 (01:06):
Oh, you know what that?
Speaker 1 (01:07):
means Excuse me.
Speaker 2 (01:09):
Are you ready now?
Speaker 1 (01:13):
Ready.
Speaker 2 (01:14):
Okay, march 18th was the National Day today.
Speaker 1 (01:19):
Today is Awkward Moments Day.
Speaker 2 (01:23):
Oh, that entire 30 seconds of us getting ready to
do this was awkward, wasn't it?
Speaker 1 (01:28):
It was very awkward.
I said a full thing.
I'm like, oh my gosh, I'm notready.
Speaker 2 (01:35):
Yeah, no, that was perfect.
We're already celebrating.
Look at us y'all.
Speaker 1 (01:38):
We are in the midst.
Speaker 2 (01:42):
Oh, Awkward Moments.
Day the myths.
Oh, awkward moments day.
I remember when we were on thepodcast, Joel just kept coughing
and coughing and.
I said keep talking.
And well, it was good.
That's good, thank you.
Thank you.
I remember when I was younger Idon't remember if it was like
in some, it was in some magazinethat I used to read it was
(02:04):
young mist or something likethat's probably ym it was and
there was a thing where peoplecould write in their little
stories, anecdotes and things,and it was called.
My face was so red and peoplewould write in these
embarrassing moments, rightbecause, their face was red
because it was embarrassing,awkward, whatever.
so all these, all these youngladies would write in things
(02:27):
that were embarrassing.
I don't remember why.
That's just what I think ofwhen I think of awkward moments.
I used to love reading thosebecause I was like, wow, there's
people doing all these crazythings and being embarrassed.
Speaker 3 (02:38):
Yeah, there's something about Go ahead.
Speaker 1 (02:41):
Well, I was just going to say.
One of the things listed aboutawkward moments and embarrassing
is Do you remember when AshleySimpson was on Saturday Night
Live and got caught lip-syncing?
Speaker 2 (02:54):
No.
Speaker 1 (02:54):
Huh.
Speaker 2 (02:57):
I mean that makes sense.
Yeah, when Milli Vanilli gotcaught lip-syncing.
Speaker 1 (03:02):
Oh my gosh, they denied it.
Yeah, yeah.
Speaker 2 (03:07):
Yeah, I think that there's things that I, that we
have this kind of I feel likesometimes people have a like a
lot of I can't always say thisword right Schadenfreude, right
Around you know, like otherpeople's mistakes or other
people's awkward moments, but Ithink there's some part of that
is because then it makes us feelbetter, because we're not the
(03:28):
only ones making silly things.
Speaker 1 (03:31):
Yep, yeah.
Speaker 4 (03:33):
It's not that.
It's not that we don't do thosethings.
Speaker 1 (03:36):
It's that we're in a club of everybody's.
Speaker 2 (03:39):
Right, oh, I'm not the only one who does really
really ridiculous thing.
Yeah, yeah.
Speaker 1 (03:49):
Okay, well, how are you going to celebrate?
Speaker 2 (03:51):
We're talking about awkward moments, I mean, I'm
sure we've already celebrated.
Speaker 1 (03:55):
Well, this is one way for sure.
Speaker 2 (03:57):
Okay, how are you supposed to celebrate awkward
moments today?
Speaker 1 (04:01):
You could boldly share your moments on social
media.
I'm not on social media, so I'mnot going to do that no, I'm
not doing either you could getover an awkward moment from your
past.
If you're holding on to it,don't get some trauma from it.
Yeah, you could call a friendor a pal, like how they're just
(04:25):
like here.
Speaker 2 (04:26):
I'm just going to get over this today.
Speaker 1 (04:27):
That's right.
Speaker 2 (04:28):
I'm going to schedule it for three o'clock.
Speaker 1 (04:32):
Well, and you could schedule this thing with a pal
to remember an awkward moment.
Remember when we did a podcastand I couldn't find the page.
Speaker 2 (04:43):
We could reminisce about awkward moments.
Oh, that was so funny.
Speaker 1 (04:49):
You can have a laugh.
Speaker 2 (04:53):
I think there's a theme of just taking your
awkward moments with a littleless seriousness.
Speaker 1 (04:58):
I will say the 17th.
There's some things that happenon the 17th, and one of them is
it's my half birthday.
I like to celebrate my halfbirthday, and maybe some awkward
moments would come from the17th that I can remember today,
on the 18th.
We'll find out.
Speaker 2 (05:18):
We'll find out.
Speaker 1 (05:21):
I may not share here.
Speaker 2 (05:22):
We're awkwardly, awkward, awkwardly awkwardly
saying something about thefuture when we're pretending
it's now yes oh no people are onto us, we.
Speaker 5 (05:31):
This is pre-recorded darn it.
Speaker 2 (05:34):
People know now what's going on it's like it's
like pulling back the curtainyes on the wizard of o, it's
just like that.
Okay.
Well, clearly we're celebratingAwkward Moments Day and we
recommend that everyone elsedoes too.
Absolutely See, it's just Idon't care, we just start
(06:11):
whenever we start.
That's how it is.
So all right.
So today we're here with LisaMilner, and she is a teacher at
Armada School she just taught mehow to pronounce that just a
moment ago in Michigan and we'retalking about this because she
is one of the teachers who wonthe Inspirations and Ideas
(06:33):
Initiative last year, lastsummer, and attended at the
National Teacher Institute to doher onboarding for I&I, and so
we're talking about her with herthis year because apparently
she really likes it and we wantto find out about that and then
we can hopefully get some morepeople interested in it.
So welcome to the podcast.
Speaker 1 (06:53):
Yeah welcome.
Speaker 5 (06:54):
Thank you so much for having me.
Speaker 2 (06:55):
I'm so excited to be here, absolutely so start off,
tell us I'm assuming that maybeyou're a middle school teacher,
but maybe you're not Tell uswhat you teach and what you do
at Armada schools.
Speaker 5 (07:07):
So this is my 13th year of teaching.
I joined Armada in February of22 and had never heard of CPM
prior to working in Armada.
I went to the training in Juneof 22 for Core Connections and
I'm an eighth grade math teacher.
I was teaching CC3 and CC1.
And my principal approached melast year and said hey, we would
(07:31):
like to send you to training toteach these new support classes
and instead of teaching CC1 orCCA I'm so sorry it's CCA rather
than CCA I teach CCA and CC3.
Speaker 2 (07:45):
I'm so sorry it's CCA rather than CCA.
That makes more sense.
I'm sorry, it's totally fine.
Speaker 5 (07:49):
CCA and CC3.
He's like hey, we want to.
Instead of you teaching CCA, wewant to implement the support
class for I&I because it goesmore with the eighth grade
curriculum.
So I was lucky enough, I wasreally honored that he chose me.
I was the only one in ourentire district asked to go, so
that was quite an honor as well.
(08:10):
So I've only been teaching CPMfor the past three school years
and this is my first year forINP and currently I'm teaching
it for seventh graders andeighth graders.
Speaker 2 (08:24):
Okay, okay, that's interesting.
All right, so, and then youapplied for one of the I&I
initiatives, right, so thatcovered your travel and the
other things for your site sothat you could get to the
National Teacher Institute.
I can't say that NationalTeacher Institute Last year in
Salt Lake City.
Did you see Joel while we werethere?
Speaker 5 (08:44):
I was just telling her.
Speaker 2 (08:45):
No, I did not.
Speaker 5 (08:46):
I was like he said he resided in.
Speaker 3 (08:48):
Salt.
Speaker 5 (08:48):
Lake City and I was like, oh, were you there?
And he goes yeah, you didn'tsee me at lunch.
Speaker 1 (08:54):
She said you didn't make an honorary appearance.
Speaker 2 (08:59):
I was like I was teaching in the other room.
Well, okay.
Well, this is, you know.
A word out for anybody who isat the National Teacher
Institute.
Speaker 5 (09:06):
I'll be there.
Speaker 2 (09:07):
You need to connect with Joe he's there, go find him
.
Speaker 5 (09:09):
He's somewhere on campus, exactly, exactly.
Speaker 2 (09:14):
So tell us first about thanks for telling us why
you got involved with INI.
So did you know anything aboutwhat INI was, other than it was
a support class, before you wentto the training in?
Speaker 5 (09:25):
Salt Lake City.
I did not have too much priorknowledge.
Our district is kind of in theworks of seeing if we're going
to continue using CPM and thedifferent options that you have,
because there's a lot of newoptions out there.
So we have been connecting withother facilitators to talk
about the change in thecurriculum, the upgrades to the
(09:45):
core connections and tell me theother course.
Sorry for the inspiringconnections, inspiring
connections, the two differentversions, because we were
talking about the non-verticalum the vertical non-terminate
surfaces.
Cause I totally invert that.
Speaker 4 (10:04):
Yes, it's okay.
Speaker 5 (10:05):
So we have been talking and discussing those
ideas.
So I was really excited to goto this conference because I did
like what I had seen withInspiring Connections and that I
knew it was going to be alittle bit more similar for INI.
Speaker 2 (10:22):
Cool.
So you went to NTDI and youstarted your implementation.
How have you felt like that'sbeen going?
You already were familiar withCPM, ini's a little bit of a
different feel but how are youfeeling like that's felt to
implement that new program?
Speaker 5 (10:37):
Yeah, I love training and at training I feel that
because of how well Janie andLisa and Bridget showed us the
course and the flow and becausehow I actually love CPM, At
first I was not on board.
What is this?
This is weird.
This is very different.
(10:58):
How does this all fit together?
Now, seeing that background andgoing into this I&I training,
it really built and allconnected, I'm like, oh, this is
amazing because I can see theparallels and how they align
with each other and how they allconnect.
So I was excited.
These were great activities.
(11:23):
I came from teaching alternativeed for nine and a half years so
I dealt with kids that had verylow confidence in math, didn't
like math, didn't think math wasfun, cried.
I've seen all the emotions formath.
So, seeing this course, knowingthat I can bridge that gap, fix
the mindset at such a young age, I'm really setting up the
foundation for the rest of theirhigh school career, which I
love.
That's really why I became ateacher At high school.
(11:46):
They're kind of already in thatmindset.
They already have thosepreconceived notions of no, I
can't do this, I hate math.
I can now correct that and withI&I I am just seeing how much
these kids are growing, theconversations that they're
having, the confidence and themwanting to explore their
willingness to help one another,the positivity that they have.
(12:08):
It's insane.
I'm so proud of the kids.
They've done an incredible job,so I just can't wait to see how
it continues to grow over theyears.
Speaker 1 (12:19):
Because you were teaching core connections before
or still are.
But with the I&I what is beingenhanced, what is adding to that
to make that line shift foryour students, do you think?
Speaker 5 (12:46):
the curriculum.
So now seeing all CC1, CC2, CC3and teaching I&I, I really am
able to see a true picture ofthe fluidity and how it builds.
So I am able to better assist mykids and tell them hey, you're
going to learn this coming upand I can prepare them.
So even the seventh gradecontent.
It doesn't always align, butI'm preparing them for future
things that they're going tolearn.
So in Unit 4, there is somesolving equations, but now in
(13:07):
CC2, they're just startingChapter 6, which is going to
implement solving equations withinequalities, and then they'll
be solving more.
So I'm just preparing them.
I'm showing them futureconcepts that they're going to
be learning and building theirskill set.
I feel like when you're dealingwith students that don't love
math to begin with and have alittle confidence, if I can
(13:29):
already show them what they'regoing to learn and help them
ease into that, it makes it lessscary.
Speaker 1 (13:35):
They're like okay, I can do this because they're in a
smaller setting.
Speaker 5 (13:39):
Right, I have built a safe classroom, a safe
environment.
These kids trust me and theirclassmates.
They're not afraid to say Idon't know, I don't get this,
how did you do this, how'd youget that?
Like they're cheering eachother on and that's exciting to
see.
So they're being the booster,which is one of our team roles.
It's really nice to see them dothat and troubleshoot their
(14:02):
ideas Like hey, I did this,maybe you should try this, or
why did you do that?
It's nice to hear theinvestigative talk and so they
feel more comfortable withasking questions than I think
they would in a class of 25 or30, because they don't want to
be called dumb.
So it's nice that they getthose questions out.
Speaker 2 (14:21):
So when you're thinking about the things I mean
, I hear you talking about thedifferences in some of the team
roles and setting up the safeenvironment and those pieces,
and it sounds to me like I&I ishelping you create those things
more than just in the coreconnection stuff that you were
doing.
And so can you talk some moreabout what are some of the
(14:43):
elements of I and I that youfeel like are really allowing
you to do that?
Speaker 5 (14:48):
I mean I love the launches.
I think the launches are agreat way to start the
activities.
My kids love them.
They love.
They've really done well withthe thumb up.
I know you guys can't see me incamera, but I'm putting my
thumb up.
So for a launch, there's a lotof number talks, what doesn't
belong kids are, or dot talks.
So you show a launch and thekids don't talk to each other.
(15:09):
You give them a couple minutesand you let them look.
If they come up with an idea,they put their thumb up.
If they come up with anotheridea, they put another finger up
.
They did a really great jobresponding to that and I've
heard them say hey, are we goingto do a number talk today?
What are we doing today?
Speaker 3 (15:23):
So they're excited.
Speaker 5 (15:24):
You know, I've never seen that and I've talked I've
talked with Lisa Amick that thekids have asked me hey, can we
do more problems?
Hey, can we go show theassistant principal Because he
used to be a math teacher?
They're excited to show thestaff, their parents, their work
.
They're proud of their work Inthe drinking fountain activity.
I showed them the video andthey're like hey, can we go
(15:48):
record our data from ourdrinking fountain?
I'm like this is amazing.
So then I quickly came up withan Excel spreadsheet and we did
that for about two weeks.
I just finished lesson 4.8, no4.7, with the proportions, with
the day of the weeks and therunning.
Okay, am I correct in the?
Speaker 2 (16:10):
I don't know.
You have to tell us more,because some people might not
even know that.
So can you tell us a littlemore about what the problem is?
Speaker 5 (16:16):
So in lesson 4.7, how far did she run?
The kids are working withproportions and ratios.
And the one question only hadMonday through Thursday.
The kids were working withproportions and ratios and the
one question only had Mondaythrough Thursday.
The kids were like, hey, canyou give us more problems?
I'm like sure.
So I came up with differentexamples and numbers for Friday,
saturday, sunday.
They're like this is so fun,this is awesome.
I'm like where am I?
What's happening?
(16:37):
There's a lot more work.
So it's just, it's exciting.
Even the Super Bowl lesson,which was like 4.6.
I had the student.
We talked about the Super Bowl.
I had them each come up withtheir own question and they were
so excited.
They're like I learned so muchabout the Super Bowl.
Or in their research they'relike I want to know more.
It prompted more questionsthey're excited to learn.
(17:00):
Then, as silly as it sounds,the one there is a lesson about
not prank calls, telemarketersor those text messages like that
, you get the spam call.
Speaker 3 (17:13):
And I was like this is.
Speaker 5 (17:14):
This is kind of a tough lesson with some of the
questions.
But then a couple of days laterthe kids go hey, remember in on
Monday we were talking aboutspam calls in this class and I'm
like, so they're relating it tothe real world, they're seeing
these connections.
I'm like, oh my gosh, they arelistening, they are learning.
So it's great to hear them talkabout it, not just in my class.
Speaker 1 (17:38):
And it sounds like they're really excited in the
inspiration and ideas class.
And are they just as excited inthe Inspiration and Ideas class
?
And are they just as excitednow?
Do you see that difference inthe 8th grade course or the
Algebra course?
Are they bringing thatexcitement into the other?
Speaker 5 (17:52):
I do think it's easing their anxiety.
But when they came into regularclass, they were a little
worried, like am I going to do?
Well?
Because, again, these kids werenot successful in 7th grade.
So now I'm bringing them into.
You know they struggle.
I'm not saying they're terrible, but they had some fears and
anxieties.
So, coming from I&I because Ihad it earlier in the day and
(18:13):
then they took the regular mathcourse later Yep, it definitely
helped them.
They were my kids that wereparticipating more, were helping
other kids, being leaders in myregular math class and being
willing to answer questions andhelp their peers.
So, and it definitelytranslated into their grades and
their test scores.
So, yes, Awesome, awesome.
Speaker 2 (18:36):
So where are you going from here?
You've got some months of theschool year left.
What's your plan for the restof the school year?
And then, do you know what itit's gonna look like next year
for your kids?
Speaker 5 (18:45):
um, are you asking like my plans for the rest of I
and I or sir?
Okay, well I was the or well, Iand I comes with two books and
I'm really excited that I'mgonna be done with book one in
about two weeks, so prior tospring break I'm gonna be
finished with book one.
And the kids are like, are we tospring break?
I'm going to be finished withbook one.
(19:06):
And the kids are like, are wegoing to get a new book?
I said you are.
So they're anticipating thatand they're like, but wait,
we're probably not going tofinish it.
And I'm like, nope, we're goingto just do as much as we can.
So they're excited.
They know.
I really love the journaling andthere's a journal with a
reflection side and a narrativeside.
I really love the reflectionpiece, which I feel aligns with
(19:27):
the learning logs from CoreConnections.
I really like the learning logs.
I create my own questions forthe learning logs because in
Core Connections it doesn't giveyou those questions, where in
I&I they do give you someprompts.
I will add to both prompts.
I like the piece because I canbe relatable to the kids.
I'll tell them about a journeyor a story to help them spark
(19:50):
some ideas for their ownreflection pieces and just add
on because there's some thingsthat I want to know.
So I love that piece.
So I'm excited to do that.
But yes, next year I'm going tocontinue to teach I&I.
They sent me to this training.
I was nominated, applied forthe initiative.
It's mine, it's all mine.
(20:11):
They're not teaching me.
I'm super excited to grow theprogram and just to be better
and to take what the kids havetaught me this year and what
I've learned this year and toapply it for next year and make
it even better.
So I'm really excited.
I'm really happy that we havethis program for our students
because I know that it's goingto help them grow even more.
(20:33):
So I'm excited.
And it's a class that theparents can see, that it aligns
where I feel the parents feltthat the support class was just
a blow-off class, a homeworkclass, where now it's more than
that.
It's more than just you'redoing homework, no, you're
(20:56):
learning math in a different wayand it's going to help them in
the long term.
So the buy-in from not only thestaff, the school, the
community, it's all there.
Speaker 1 (21:09):
That's really cool.
Have you been able to stay incontact or do you guys support
each other with your colleaguesthat you spent the summer with?
Speaker 5 (21:17):
Oh my gosh, thanks for asking.
We have an amazing I&I groupchat.
I love my people.
They're amazing.
Yeah, we talk all the time.
We'll bounce ideas off of eachother in the chat.
We're like what lesson are youon?
Or was this confusing?
How did you do this lesson?
Yes, I love all my peeps.
Speaker 3 (21:38):
Shout out to everybody.
Speaker 2 (21:43):
So if there were a teacher who was listening to
this and thinking about, I and Iwondering and thinking about,
and contemplating applying forthe initiative, what would you
suggest to them?
Speaker 5 (21:56):
I would say don't hesitate, dinah, you're not
going to regret it.
One of my colleagues in thesummer taught it teaches at an
alternative school and she'seven applying it there.
I wish I had this when I taughtalternative ed.
They would have loved it.
You know, blown with this, thisis what they need.
(22:21):
They need to apply mathematicsin a more practical manner, to
do group talk, to help oneanother, to build confidence,
because that's what they'relacking.
So this is great.
No matter what age group youteach Middle school, high school
, alternative ed I say sign up,you're not going to regret it.
It's amazing.
You're not going to regret it,it's amazing.
Speaker 2 (22:42):
Well, lisa, thank you so much for coming on the
podcast today and bringing yourenthusiasm about I&I.
I mean it sounds like thingsare going really well for you
and I really am happy for thekids that are getting to
experience that with you.
Speaker 5 (22:52):
Thank you so much.
Speaker 2 (22:54):
Of course.
Thank you for this program.
Happy New Year.
Happy New Year, thank you thisprogram.
Have a great rest of your year.
Speaker 3 (23:00):
Thank you, you're welcome.
Hey everyone, this is LisaAmick and I work on CPM's
(23:20):
research and professionallearning teams.
I'm here with a quick butimportant plug for an incredible
opportunity called theInspirations and Ideas
Initiative, also known as iCubed.
If you are a middle school oreven an early high school math
teacher looking for a better wayto support your students who
struggle, this initiative is foryou.
Icubed is a game-changingprofessional learning
(23:42):
opportunity to attend theNational Teacher Institute in
Salt Lake City June 23rd through27th, with travel, lodging,
meals and other expenses covered.
This initiative is designed tosupport CPM's mission of more
math for more people by helpingteachers bring engaging,
asset-based math instruction tostudents who may struggle with
(24:02):
algebra readiness.
So what's the catch?
There actually isn't one.
If selected winners will oneattend the National Teacher
Institute in Salt Lake City June23rd through 27th, with all
major expenses covered.
Two, learn about Inspirationsand Ideas, a transformative
middle-level supplemental coursedesigned to build algebra
(24:23):
readiness.
Three, commit to purchasing andimplementing Inspirations and
Ideas in their district for theupcoming school year.
And four, be asked to completea short pre and post-survey and
interview to support ongoingresearch.
So you might be wondering whatmakes Inspirations and Ideas
different?
Well, unlike traditional mathintervention programs,
(24:46):
inspirations and Ideas.
Focuses on deep mathematicalunderstanding, rich problem
solving and building studentcompetence in mathematics.
It's challenging yet supportive, promotes engagement over
memorization and has receivedfantastic feedback from both
students and teachers.
So if this sounds likesomething you or your district
could benefit from, don't wait.
Applications are due by May 1st.
I'd love to see you in SaltLake City this summer and I
(25:08):
truly hope that you apply.
Speaker 4 (25:17):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(25:40):
More People.
What day will that be, joel?
Speaker 1 (25:43):
It'll be April 1st, Mathematics and Statistics
Awareness Month and you mightthink I'm kidding because it's
April 1st, but I'm not.
It really is the whole monthMathematics and Statistics
Awareness, and it's fun to lookat statistics and have data
chats and number talks and allsorts of things so that we can
(26:08):
see trends through history,what's going on in our world
today, what's happening innature.
See all of those things, and sowe'll talk about all the things
that are going to happen overthe month of April to make
mathematics and statistics awareto everyone.
So we'll see you on April 1st.
Speaker 3 (27:07):
Thank you Bye.
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