September 3, 2024 • 24 mins
Ever struggled to find the perfect bowling ball or wondered how handicaps actually make the game fairer? Join Joel and Misty for some light-hearted fun as they share personal tales of bowling triumphs and mishaps, from dropping balls on toes to their goals for "no gutter balls!"
Then John Hayes and Pam Lindemer join Joel and Misty to talk about the Site-Based Leadership Program. They break down how this comprehensive resource supports principals, classroom teachers, and other educational leaders by focusing on three key priorities: classroom support, teacher collaboration, and leadership capacity building. Get a sneak peek at the upcoming book study on the "Framework for Leadership in Mathematics Education."
You can find more information and a link to register for the Site-Based Leadership Program at https://cpm.org/sbl.
Curious how CPM aligns with the California Mathematics Framework? Join our CA team for a webinar on Sept 11, 2024 at 4pm Pacific time. More details at https://cpm.org/events!
Then advice for Misunderstood in Minneapolis from Dear CPM and your math joke of the podcast!
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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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 educationalprograms Boom.
An outreach of CPM EducationalProgram Boom.
Speaker 2 (00:31):
Here we are, september 3rd 2024.
Speaker 1 (00:34):
Here we are.
Speaker 2 (00:35):
What's the national day today, Joel?
It is US Bowling League Day.
Speaker 3 (00:42):
US Bowling.
Speaker 2 (00:42):
League Day.
Yeah, that's interesting,because so it's not National
Bowling League Day, it's USBowling League Day.
Us Bowling League Day?
Yeah, that's interesting.
Speaker 1 (00:47):
Because so it's not National Bowling League Day,
it's US Bowling League Day USBowling League Day.
I wonder if there are bowlingleagues in other nations.
Speaker 2 (00:54):
Well, I mean, I imagine there would be I don't
know, I've never bowled out ofcountry before.
I don't think I have either.
I don't know if I've even had aconversation with someone who
lives abroad about bowling.
Speaker 1 (01:05):
Yeah, I don't think I have either.
Speaker 2 (01:09):
That's interesting, but it's curious to me why
they're calling it US.
Is that maybe US Bowling Leagueis an association or something?
Speaker 1 (01:12):
It is, and in fact I have my US BA official card.
Speaker 2 (01:19):
US BA.
Yeah, I'm a.
Speaker 1 (01:19):
US Bowling Association.
Yeah, I'm a member of the USBowling Association.
I'm a member Because I havesome friends who are in leagues
and then sometimes they need asub and they take their bowling
very seriously.
So you need to be a member.
You have to record yourhandicaps, you have to keep
(01:41):
track of all your stats.
Speaker 2 (01:43):
I don't know how bowling handicaps work.
I don't really either I don'tknow how bowling handicaps work.
I don't really either.
Speaker 1 (01:49):
I don't know how golf handicaps work.
Speaker 2 (01:51):
There's like a computer that figures that stuff
out.
Well, you have to have acertain number of recorded games
, right, yeah?
And it says this is how manypoints I mean with golf.
It's like how many strokesbelow par or whatever you are.
Speaker 1 (02:04):
Yeah, above par.
Or if you bowl a perfect game,maybe that goes in something.
Speaker 2 (02:10):
Yeah, but I don't think that they're against a
perfect game.
Do you think that your handicapis, compared, to a perfect game
?
Speaker 1 (02:16):
That'd be tough.
That would be like a high bar.
Speaker 2 (02:19):
Yeah, it doesn't seem like that's average Interesting
.
Speaker 1 (02:23):
Yeah, do you spend much time bowling?
Speaker 2 (02:26):
I mean, I understand how the concept of a handicap
works.
Speaker 1 (02:35):
You just if I have a handicap of six then you
basically get six extrawhatevers to try to beat, try to
level the playing field, right,right, yeah?
Speaker 2 (02:41):
What was your question?
Do you do much bowling.
I do not bowl very frequently,maybe once every two to three
years.
Okay, I do like bowling.
My goal is always no gutterballs.
That's a good rule and to beat100 points, which if there's no
gutter balls.
Speaker 1 (03:01):
It's not too hard to beat 100 points, I'm with you,
100's a good mark for me too.
But you know they have thosebumpers now Like you can, just
yeah, but that, yeah, thatdoesn't.
Those are for children.
Oh, I mean, they're designed,they're not for I use them.
Ideas are for children.
Speaker 2 (03:17):
I think I use them.
I mean adults could use gutterballs and like particularly no
gutter balls, because eventually, like sometimes I'm really
lucky and I'll get a strike or astriker yeah and then followed
up with gutter balls, which isreally just.
Speaker 1 (03:31):
It feels like a waste .
Speaker 2 (03:32):
That's really my goal .
Right, that's really my goal isif I do get lucky, yeah then no
gutter ball following, but youknow it's like anything you
can't you can't bowl and sitthere thinking no gutter ball,
no gutter, no gutter ball, nogutter ball, no gutter ball.
That doesn't work.
Speaker 1 (03:45):
No, you have to think hit the pins, hit the pins, hit
the pins, that's right.
That's right.
Yes, it's a mindset.
Speaker 2 (03:52):
Absolutely.
What are you focusing on?
Speaker 1 (03:55):
Hitting the pins.
That's right, excellent, yes.
Yeah For through and just beingconsistent, because I'm not, I'm
not very flexible anymore, so Ihave really good form right
trying to lay the ball down assmoothly as possible, not drop
it onto the lane my, my grandmatook me bowling a lot when I was
(04:18):
a young lad and I can rememberdropping the ball on my foot
quite often, actually actuallylike to the point of bruising,
maybe even breaking.
My interesting fact about me mybig toe doesn't have a knuckle
joint in the middle of the toe,so it's just like one solid bone
and I kind of wonder if it'sbecause of all the bowling balls
(04:40):
that I've dropped on my foot.
Speaker 2 (04:41):
You mean, it wasn't always like that.
Speaker 1 (04:44):
Who knows, don't have a memory of it before I don.
Dropped on my foot, you mean,it wasn't always like that.
Who knows, don't have a memoryof it before dropping balls on
your toe?
I don't have a memory.
The other thing that'sinteresting about my feet I
don't know how we're getting onJoel's feet, but I was born with
, my feet were like curved in,like sideways, and so I had to
wear special shoes with a bar.
So when I learned how to crawlI would do it like an inch,
(05:08):
where my mom told me, and somaybe that has something to do
with the joint too.
Speaker 4 (05:13):
Maybe that's.
Speaker 1 (05:14):
Yeah, yes, but we're talking about bowling, not
Joel's feet.
Speaker 2 (05:19):
Yeah, I know.
One of the things that's hardfor me with bowling is that I
feel like it's hard to find aball.
That is the right weight yes,Right, because I always get
balls that are too light, whichthen they like normal or one pin
because they don't have anymomentum, but then also has the
right sized finger holes.
You got to have a good sizethumb hole, because they're like
way too far apart, or they'reway too skinny or they're like
(05:43):
the thumb's too loose and mythumb gets very sore from trying
to hold on to it you're kind ofmaking an argument that maybe
you should order your own ballthat you could take with I
wouldn't, but I wouldn't knowwhat I mean.
Clearly, I could just they'd belike okay, put your feet,
fingers that's right, theyprobably have a fitting, but I
don't know what size to get, andthen you have to have a bowling
bag and you might as well haveyour own shoes now exactly, yeah
(06:05):
well, that just sounds like alot for doing something once
every two to three years but itmight enhance that one time
every two to three years I wouldbe interested.
So, like golf they I don't knowwhy I'm comparing it to golf,
because that's probablysomething I do about just the
same amount of time yeah, butyou know they have like driving
ranges with golf where you canjust go and hit the ball.
They have bowling.
Speaker 4 (06:26):
Wait, you just I don't like it.
Speaker 1 (06:29):
As many times.
I guess that just is like go tothe bowling alley and pay for a
couple of games and justpractice, right.
Speaker 2 (06:37):
And just practice, I guess, because I guess you don't
need a range.
Yeah, never mind, I retract thequestion.
I realize it seems obvious.
Yeah Well, I do like bowling.
I think bowling is fun.
Speaker 1 (06:51):
I think so too, for sure when I do go because I
don't care.
Speaker 2 (06:54):
I mean, my goals are all about what I'm doing.
Speaker 1 (06:57):
They're attainable.
I like it.
Speaker 2 (07:00):
Rarely do I.
Sometimes I can beat the otherperson, but it doesn't.
And rarely do I.
Sometimes I can beat the otherperson, but it doesn't I never
beat the other person.
Speaker 1 (07:06):
If they beat the other person, then that's
because they're a really badbowler.
Clearly, yeah, and I'm justreally.
Speaker 2 (07:11):
I'm just going for consistency, right?
I'm just going to hit some pinsevery time.
Speaker 1 (07:14):
There's something to be said for consistency.
Speaker 2 (07:21):
Well, so.
Speaker 1 (07:21):
I mean, what do you do for US Bowling Week Day?
Well, I guess I'll go bowl, whynot?
Speaker 2 (07:25):
I mean that sounds like a reasonable thing to do.
Speaker 1 (07:27):
Yeah, how about you?
Speaker 2 (07:29):
I might be bowling, it depends on my schedule.
Speaker 1 (07:32):
Okay.
Speaker 2 (07:33):
I think I'm going to get to Omaha.
Speaker 1 (07:36):
Well, I was going to say on September 3rd, yeah, I
might be traveling myself, Ican't remember.
Speaker 2 (07:43):
So that'll be hard.
They had bowling always atairports might be traveling
myself.
I can't remember, so that'll behard.
Yeah, but they had bowlingalleys at airports.
Speaker 1 (07:49):
Oh, that would be cool.
That'd be a good way to waitfor your plane, like a good yeah
all right well think about this.
Speaker 2 (07:57):
Enjoy us bowling league day and we'll see you
next time sounds good all right.
So today we have two guests onthe podcast.
(08:19):
We have John Hayes and PamLindemer, who are both
professional learningspecialists here on the PL team,
and two of the people primarilyresponsible, co-responsible, I
don't know, jointly responsiblewith lots of other people to
take care of our site-basedleadership program, and so we're
(08:41):
here to talk with them todayabout what's going on with
site-based leadership programthis year.
Speaker 1 (08:46):
So welcome to the podcast.
Yeah, thanks for joining usagain.
It's an honor.
Speaker 2 (08:50):
Thank you.
So let's start with talkingabout.
Just tell us a little bit aboutwhat is the site-based
leadership program.
Can you give us your like twominute right now?
I?
Speaker 6 (09:01):
know Pam wants to start on that one.
Speaker 4 (09:03):
Well, the Site-Based Leadership Program is a
collection of resources forsite-based leaders to support
implementation in their schoolsand to continue after
implementation, bringing newlearning to their colleagues.
We invite anyone in aleadership role, whether it's
defined like you're a principalor an assistant principal or a
(09:26):
coach, or not necessarilydefined you're a classroom
teacher, but you're a leader foryour district and we invite
everyone to come any leaders,all leaders to join us and we're
going to have.
We have live events and we alsohave a module with a whole
resource library that can beaccessed anytime at your
(09:47):
convenience to supportmathematics education in your
district.
Speaker 2 (09:53):
So it sounds like it's a combination of resources
and networking and support tocontinue on after implementation
.
Do the sites need to be beyondtheir first year of
implementation?
Would it be helpful if theycame during that first year, or
how far beyond that first yearcan they start?
Speaker 6 (10:12):
No, anyone could start, Like anyone could start
anywhere, and it is justdesigned to.
I mean, we restructured ourpriorities in the site-based
leadership program and thatmight be helpful to explain.
So we kind of restructured themin terms of supporting teachers
in their classroom.
That was one of our priorities.
And then we have a priorityabout collaborating with
(10:34):
teachers in terms of like, maybein the PLC or just in a math
community.
And then the third one we justrecently added this year, which
was building your leadershipcapacity, and so I think that's
an important designation to makein terms of who should be in
the site-based leadershipprogram, because we do support
people with just building theirown capacity to be leaders, so I
(10:56):
think anybody can join it.
Speaker 2 (10:59):
So how do they join?
What do they have to do?
Speaker 4 (11:02):
They just need to register for this high-based
leadership program.
Our meetings are held in theprofessional learning portal and
that's where the resourcemodule is, and we would.
It's just a simple registrationprocess.
Speaker 2 (11:18):
Okay, and we'll put a link for that in the podcast
description.
Speaker 1 (11:21):
Yeah, and please listeners.
Reach out cpmpodcasts at cpmorgor support at cpmorg if you
want some more information howto register.
Speaker 2 (11:32):
So what are some of the things that they could look
forward to this year as beingpart of the site-based
leadership program?
I think we have something verycool planned, don't we?
Speaker 6 (11:41):
So last year our theme was centered around Dr
DeRubal's work, which wasdiscretionary spaces, and this
year we were thinking about whatmight our theme be and, to tell
you the truth, we kind of satback and said, well, we hope
that our leaders are using theirresources as well as they can,
(12:03):
and that kind of fed into thisidea of building the leadership
capacity of the leaders inparticular, right.
So we were thinking like whatwould be a good event or talk to
do about building leadershipcapacity and we said, well, why
don't we do a book study and usesome of NCSM's work?
So this year we're doing a bookstudy and the book is Framework
(12:26):
for Leadership in MathematicsEducation by NCSM, and that book
study will be over foursessions throughout the year and
focusing on different ways thatyou can build your leadership
capacity in your school or onyour site.
Speaker 1 (12:44):
Awesome.
What drew you to that book then?
Just have you worked with it inthe past yourselves.
Speaker 6 (12:53):
Yeah, so we're obviously both members of NCSM
and we had been to events thatthey had had about coaching in
the past and based on that eventand based on the publications
that they put out, it seemedlike a good fit, so that's what
drew us to it.
Speaker 4 (13:10):
Awesome.
This won't be my first timethrough the book, and I've been
rereading it over the lastcouple of months and there's a
lot there to digest.
Speaker 6 (13:21):
So every time I read it there's something new.
There's a ton of resources inthe book already that NCSM
provides and those classroomsthat are.
Well.
You could use those resourcescertainly, but if you have a CPM
classroom you might want to usesomething that's a little bit
more tailored.
So we're going to kind ofintermingle our resources in
(13:42):
with NCSM's resources as we dothe book study.
Speaker 3 (13:45):
Fantastic.
Speaker 2 (13:46):
And when is the first book study?
Like people do need to getright on it, this is going to be
September 3rd, right when thispodcast launches, so they'll
want to get in there and figureit out, and the first meeting
will be on.
I believe it's September 17th.
Okay, so, in addition to thebook study, what are there other
things that are planned forthis year as part of site-based
(14:09):
leadership?
Speaker 4 (14:10):
We are going to have a couple of webinars with
nationally known mathematicsleaders.
Mathematics leaders.
We hope to be able to announceour first speaker soon, maybe
even at that first book studyevent, we'll be able to announce
our first speaker.
Speaker 6 (14:29):
One thing we're doing differently this year is we're
going to design some shortvideos about the intent and the
purpose of some of the resourcesand then provide participants
with an opportunity to talk tomaybe a more knowledgeable other
for that resource, like how doyou pull it off in this building
and ask questions?
So that's one of the things wehave planned also.
Speaker 1 (14:54):
Is there going to be any sort of site-based
leadership component at ournational conference this year?
Speaker 4 (15:00):
We believe that there will be sessions that are about
the site-based leadershipprogram at the conference.
So, yeah, there'll be somecoaching and some leadership
events in the pre-conference andsessions spread out throughout
the conference weekend, I know.
Speaker 6 (15:19):
Bruce Brusso and Lisa Comfort are doing a session at
NCSM about the site-basedleadership program.
I'm doing one with SharonRendon and Jocelyn Dunnick at
Learning Forward in December,and then I think both of those
teams are doing a site-basedleadership session at our
teacher conference Very cool, soyou can see us there also.
Speaker 2 (15:42):
Yeah, I think we have things planned for the
pre-conference and the mainconference sessions for sure.
So okay, anything else we needto know?
Speaker 6 (15:49):
I recommended.
I worked with some coaches lastweek and I recommended that the
coaches come.
So if you're a coach, I wouldrecommend that you join the
site-based leadership program,Maybe take part in the book
study If you're coming.
I would also think about adifferent level.
So, for example, who might bethe building leader that might
(16:10):
benefit from experiencing thesite-based leadership program?
Who might be a mass leader thatmight benefit from being in the
program?
So it doesn't have to be oneperson per site, it could be
multiple people and that mightspur conversations about who is
doing what job or who is in whatrole in terms of leadership.
Speaker 4 (16:32):
And we know how busy leaders are, and so we just want
to encourage anyone to join usat any time.
Don't feel like if you miss ourevents in September, that you
can't come and join us.
We want you to pop in and outof the program when it's
convenient for you and when youhave the time, so don't feel
like you'll be behind at anytime.
(16:53):
There are resources for you toengage with, no matter where you
are in the progression of theschool year.
Speaker 6 (16:59):
That's a great point.
Speaker 2 (16:59):
I was thinking and the live events are usually
recorded right, so if they missthe orientation or they miss a
thing, then they could be ableto watch the recording of the
event as well.
Speaker 4 (17:09):
Yes, that kickoff that was held a week and a half
two weeks ago has been recordedand will be available for anyone
to watch at any time.
Speaker 6 (17:18):
That's a great point, Pam.
I think even with the bookstudy, if you can't make the
first one or the second one,then join the remaining couple,
right, so yeah?
Speaker 3 (17:27):
Please Excellent.
Speaker 2 (17:28):
All right.
Well, we'll have moreinformation and some links in
the description for people toregister or ask for more
information.
We look forward to having agreat year with site-based
leadership.
Speaker 1 (17:38):
I'm looking forward to it myself.
Thanks for having us on.
Speaker 3 (17:41):
Yeah, thanks.
Speaker 2 (18:10):
We have a news flash for you today.
Do CPM programs fit the 2023California Mathematics Framework
?
Well, if you are a Californiateacher or administrator asking
yourself this question, you'llwant to join CPM's California
team for a fall webinar CPM andthe California Mathematics
Framework Making the Connection.
(18:30):
It's happening on September11th at 4 pm Pacific.
Visit cpmorg backslash eventsto register.
That is all.
End of news transmission.
Speaker 5 (19:04):
Dear CPM, the good news is that I'm getting better
and better at facilitating myCPM lessons, as the teacher
notes describe, within my47-minute class periods.
Unfortunately, because I'm sofocused on facilitating the
lesson, I struggle to connectwith my students, especially the
introverts.
Sometimes I feel like I'mtreating my students like
(19:25):
walking brains.
How can I connect with mystudents in a short amount of
time?
How can I show how much I carefor them as people and not just
their math brains?
Help Signed Misunderstood inMinneapolis.
Dear Misunderstood inMinneapolis.
First of all, I'm so glad tohear that you're starting to
(19:45):
feel comfortable facilitating aCPM lesson within a class period
.
That's awesome to hear, and I'mglad you're finding those
teacher notes helpful.
I certainly rely on them a lot.
Now about connecting with yourstudents, I get where you're
coming from.
Class can feel like a jugglingact and it can be overwhelming
trying to build meaningfulconnections with students on top
of everything else you're doing.
(20:06):
So here are some suggestionsthat might be helpful.
Start each day with a doorquestion.
A door question is a questionthat you ask students as they
enter the room.
It's all about getting to knowthem better beyond being a
student in your math class.
Some examples are who's yourfavorite musical artist?
How many siblings do you have?
(20:26):
What languages do you speak?
What's a country you'd love totravel to?
Door questions are greatbecause they're a quick and
small way to communicate tostudents that you want to learn
more about who they are, theirexperiences and the important
and interesting things to them,even by simply asking them how
they're feeling today as theyenter the room.
(20:46):
You'll learn a lot about yourstudents with very little time
investment.
I'd also encourage you tosprinkle in icebreaker
activities that aren'tnecessarily math-related
whenever possible.
One of my favorites is the artof compromise, where each
teammate shares three of theirfavorite things, like their
favorite ice cream, movie genreor vacation spot.
(21:07):
Then, as the team, they have tocompromise on one of these
things to share.
Icebreakers are a lightheartedway to let students be
themselves, have some fun andhelp students feel like they're
a part of a community.
I found that even my mostintroverted students warm up to
icebreakers.
You'll find a lot of greaticebreaker suggestions under the
(21:29):
team resource tab in your ebook.
Lastly, try weaving in personalanecdotes or stories related to
the lesson.
It's a subtle way to show yourstudents that you're not just
about the math, but you'regenuinely.
Lastly, try weaving in personalanecdotes or stories related to
the lesson.
It's a subtle way to show yourstudents that you're not just
about the math, but you'regenuinely interested in them as
individuals.
Remember, building theseconnections takes time, so be
(21:49):
consistent and patient withyourself.
Keep trying different things.
You can never show that youcare too much.
Hang in there and keep up thegreat work.
Speaker 3 (21:59):
Sincerely, Bree, Hi Misty and Joel.
This is Erin from Louisville,Kentucky, and I have enjoyed the
podcast for these years and thenew segment on Mac Jokes.
So here is my favorite Mac joke.
I hope you have not heard itbefore.
What does the little acorn saywhen he grooms up?
My favorite Mac joke I hope youhave not heard it before.
(22:20):
What does the little acorn saywhen he grooms up?
Gee, I'm a tree.
Y'all have a great day.
Speaker 2 (22:37):
Bye.
So that is all we have time foron this episode of the more
math for more people podcast.
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 and can be
found on pixabaycom.
So thank you very much, julius.
(22:58):
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, joel?
Speaker 1 (23:06):
It'll be September 17 , National Monte Cristo Day, and
not the Count of Monte Cristo,which is a great story.
I remember staying up nightsactually listening to an old
radio show as they would reenactthat book, which I really loved
.
But this is the sandwich MonteCristo, which its origins are in
France, but it is the mostdelightful sandwich you'll ever
(23:29):
try and I can't wait to talkabout it.
It's one of my favorites.
If it's on the menu I usuallycan't say no.
It's hard to steer me away fromthat and I have a good story
about a local Monte Cristosandwich that I'll share with
you on the 17th.
See you then.
Thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprograms Boom.
An outreach of CPM EducationalProgram Boom.
Speaker 2 (00:31):
Here we are, september 3rd 2024.
Speaker 1 (00:34):
Here we are.
Speaker 2 (00:35):
What's the national day today, Joel?
It is US Bowling League Day.
Speaker 3 (00:42):
US Bowling.
Speaker 2 (00:42):
League Day.
Yeah, that's interesting,because so it's not National
Bowling League Day, it's USBowling League Day.
Us Bowling League Day?
Yeah, that's interesting.
Speaker 1 (00:47):
Because so it's not National Bowling League Day,
it's US Bowling League Day USBowling League Day.
I wonder if there are bowlingleagues in other nations.
Speaker 2 (00:54):
Well, I mean, I imagine there would be I don't
know, I've never bowled out ofcountry before.
I don't think I have either.
I don't know if I've even had aconversation with someone who
lives abroad about bowling.
Speaker 1 (01:05):
Yeah, I don't think I have either.
Speaker 2 (01:09):
That's interesting, but it's curious to me why
they're calling it US.
Is that maybe US Bowling Leagueis an association or something?
Speaker 1 (01:12):
It is, and in fact I have my US BA official card.
Speaker 2 (01:19):
US BA.
Yeah, I'm a.
Speaker 1 (01:19):
US Bowling Association.
Yeah, I'm a member of the USBowling Association.
I'm a member Because I havesome friends who are in leagues
and then sometimes they need asub and they take their bowling
very seriously.
So you need to be a member.
You have to record yourhandicaps, you have to keep
(01:41):
track of all your stats.
Speaker 2 (01:43):
I don't know how bowling handicaps work.
I don't really either I don'tknow how bowling handicaps work.
I don't really either.
Speaker 1 (01:49):
I don't know how golf handicaps work.
Speaker 2 (01:51):
There's like a computer that figures that stuff
out.
Well, you have to have acertain number of recorded games
, right, yeah?
And it says this is how manypoints I mean with golf.
It's like how many strokesbelow par or whatever you are.
Speaker 1 (02:04):
Yeah, above par.
Or if you bowl a perfect game,maybe that goes in something.
Speaker 2 (02:10):
Yeah, but I don't think that they're against a
perfect game.
Do you think that your handicapis, compared, to a perfect game
?
Speaker 1 (02:16):
That'd be tough.
That would be like a high bar.
Speaker 2 (02:19):
Yeah, it doesn't seem like that's average Interesting
.
Speaker 1 (02:23):
Yeah, do you spend much time bowling?
Speaker 2 (02:26):
I mean, I understand how the concept of a handicap
works.
Speaker 1 (02:35):
You just if I have a handicap of six then you
basically get six extrawhatevers to try to beat, try to
level the playing field, right,right, yeah?
Speaker 2 (02:41):
What was your question?
Do you do much bowling.
I do not bowl very frequently,maybe once every two to three
years.
Okay, I do like bowling.
My goal is always no gutterballs.
That's a good rule and to beat100 points, which if there's no
gutter balls.
Speaker 1 (03:01):
It's not too hard to beat 100 points, I'm with you,
100's a good mark for me too.
But you know they have thosebumpers now Like you can, just
yeah, but that, yeah, thatdoesn't.
Those are for children.
Oh, I mean, they're designed,they're not for I use them.
Ideas are for children.
Speaker 2 (03:17):
I think I use them.
I mean adults could use gutterballs and like particularly no
gutter balls, because eventually, like sometimes I'm really
lucky and I'll get a strike or astriker yeah and then followed
up with gutter balls, which isreally just.
Speaker 1 (03:31):
It feels like a waste .
Speaker 2 (03:32):
That's really my goal .
Right, that's really my goal isif I do get lucky, yeah then no
gutter ball following, but youknow it's like anything you
can't you can't bowl and sitthere thinking no gutter ball,
no gutter, no gutter ball, nogutter ball, no gutter ball.
That doesn't work.
Speaker 1 (03:45):
No, you have to think hit the pins, hit the pins, hit
the pins, that's right.
That's right.
Yes, it's a mindset.
Speaker 2 (03:52):
Absolutely.
What are you focusing on?
Speaker 1 (03:55):
Hitting the pins.
That's right, excellent, yes.
Yeah For through and just beingconsistent, because I'm not, I'm
not very flexible anymore, so Ihave really good form right
trying to lay the ball down assmoothly as possible, not drop
it onto the lane my, my grandmatook me bowling a lot when I was
(04:18):
a young lad and I can rememberdropping the ball on my foot
quite often, actually actuallylike to the point of bruising,
maybe even breaking.
My interesting fact about me mybig toe doesn't have a knuckle
joint in the middle of the toe,so it's just like one solid bone
and I kind of wonder if it'sbecause of all the bowling balls
(04:40):
that I've dropped on my foot.
Speaker 2 (04:41):
You mean, it wasn't always like that.
Speaker 1 (04:44):
Who knows, don't have a memory of it before I don.
Dropped on my foot, you mean,it wasn't always like that.
Who knows, don't have a memoryof it before dropping balls on
your toe?
I don't have a memory.
The other thing that'sinteresting about my feet I
don't know how we're getting onJoel's feet, but I was born with
, my feet were like curved in,like sideways, and so I had to
wear special shoes with a bar.
So when I learned how to crawlI would do it like an inch,
(05:08):
where my mom told me, and somaybe that has something to do
with the joint too.
Speaker 4 (05:13):
Maybe that's.
Speaker 1 (05:14):
Yeah, yes, but we're talking about bowling, not
Joel's feet.
Speaker 2 (05:19):
Yeah, I know.
One of the things that's hardfor me with bowling is that I
feel like it's hard to find aball.
That is the right weight yes,Right, because I always get
balls that are too light, whichthen they like normal or one pin
because they don't have anymomentum, but then also has the
right sized finger holes.
You got to have a good sizethumb hole, because they're like
way too far apart, or they'reway too skinny or they're like
(05:43):
the thumb's too loose and mythumb gets very sore from trying
to hold on to it you're kind ofmaking an argument that maybe
you should order your own ballthat you could take with I
wouldn't, but I wouldn't knowwhat I mean.
Clearly, I could just they'd belike okay, put your feet,
fingers that's right, theyprobably have a fitting, but I
don't know what size to get, andthen you have to have a bowling
bag and you might as well haveyour own shoes now exactly, yeah
(06:05):
well, that just sounds like alot for doing something once
every two to three years but itmight enhance that one time
every two to three years I wouldbe interested.
So, like golf they I don't knowwhy I'm comparing it to golf,
because that's probablysomething I do about just the
same amount of time yeah, butyou know they have like driving
ranges with golf where you canjust go and hit the ball.
They have bowling.
Speaker 4 (06:26):
Wait, you just I don't like it.
Speaker 1 (06:29):
As many times.
I guess that just is like go tothe bowling alley and pay for a
couple of games and justpractice, right.
Speaker 2 (06:37):
And just practice, I guess, because I guess you don't
need a range.
Yeah, never mind, I retract thequestion.
I realize it seems obvious.
Yeah Well, I do like bowling.
I think bowling is fun.
Speaker 1 (06:51):
I think so too, for sure when I do go because I
don't care.
Speaker 2 (06:54):
I mean, my goals are all about what I'm doing.
Speaker 1 (06:57):
They're attainable.
I like it.
Speaker 2 (07:00):
Rarely do I.
Sometimes I can beat the otherperson, but it doesn't.
And rarely do I.
Sometimes I can beat the otherperson, but it doesn't I never
beat the other person.
Speaker 1 (07:06):
If they beat the other person, then that's
because they're a really badbowler.
Clearly, yeah, and I'm justreally.
Speaker 2 (07:11):
I'm just going for consistency, right?
I'm just going to hit some pinsevery time.
Speaker 1 (07:14):
There's something to be said for consistency.
Speaker 2 (07:21):
Well, so.
Speaker 1 (07:21):
I mean, what do you do for US Bowling Week Day?
Well, I guess I'll go bowl, whynot?
Speaker 2 (07:25):
I mean that sounds like a reasonable thing to do.
Speaker 1 (07:27):
Yeah, how about you?
Speaker 2 (07:29):
I might be bowling, it depends on my schedule.
Speaker 1 (07:32):
Okay.
Speaker 2 (07:33):
I think I'm going to get to Omaha.
Speaker 1 (07:36):
Well, I was going to say on September 3rd, yeah, I
might be traveling myself, Ican't remember.
Speaker 2 (07:43):
So that'll be hard.
They had bowling always atairports might be traveling
myself.
I can't remember, so that'll behard.
Yeah, but they had bowlingalleys at airports.
Speaker 1 (07:49):
Oh, that would be cool.
That'd be a good way to waitfor your plane, like a good yeah
all right well think about this.
Speaker 2 (07:57):
Enjoy us bowling league day and we'll see you
next time sounds good all right.
So today we have two guests onthe podcast.
(08:19):
We have John Hayes and PamLindemer, who are both
professional learningspecialists here on the PL team,
and two of the people primarilyresponsible, co-responsible, I
don't know, jointly responsiblewith lots of other people to
take care of our site-basedleadership program, and so we're
(08:41):
here to talk with them todayabout what's going on with
site-based leadership programthis year.
Speaker 1 (08:46):
So welcome to the podcast.
Yeah, thanks for joining usagain.
It's an honor.
Speaker 2 (08:50):
Thank you.
So let's start with talkingabout.
Just tell us a little bit aboutwhat is the site-based
leadership program.
Can you give us your like twominute right now?
I?
Speaker 6 (09:01):
know Pam wants to start on that one.
Speaker 4 (09:03):
Well, the Site-Based Leadership Program is a
collection of resources forsite-based leaders to support
implementation in their schoolsand to continue after
implementation, bringing newlearning to their colleagues.
We invite anyone in aleadership role, whether it's
defined like you're a principalor an assistant principal or a
(09:26):
coach, or not necessarilydefined you're a classroom
teacher, but you're a leader foryour district and we invite
everyone to come any leaders,all leaders to join us and we're
going to have.
We have live events and we alsohave a module with a whole
resource library that can beaccessed anytime at your
(09:47):
convenience to supportmathematics education in your
district.
Speaker 2 (09:53):
So it sounds like it's a combination of resources
and networking and support tocontinue on after implementation
.
Do the sites need to be beyondtheir first year of
implementation?
Would it be helpful if theycame during that first year, or
how far beyond that first yearcan they start?
Speaker 6 (10:12):
No, anyone could start, Like anyone could start
anywhere, and it is justdesigned to.
I mean, we restructured ourpriorities in the site-based
leadership program and thatmight be helpful to explain.
So we kind of restructured themin terms of supporting teachers
in their classroom.
That was one of our priorities.
And then we have a priorityabout collaborating with
(10:34):
teachers in terms of like, maybein the PLC or just in a math
community.
And then the third one we justrecently added this year, which
was building your leadershipcapacity, and so I think that's
an important designation to makein terms of who should be in
the site-based leadershipprogram, because we do support
people with just building theirown capacity to be leaders, so I
(10:56):
think anybody can join it.
Speaker 2 (10:59):
So how do they join?
What do they have to do?
Speaker 4 (11:02):
They just need to register for this high-based
leadership program.
Our meetings are held in theprofessional learning portal and
that's where the resourcemodule is, and we would.
It's just a simple registrationprocess.
Speaker 2 (11:18):
Okay, and we'll put a link for that in the podcast
description.
Speaker 1 (11:21):
Yeah, and please listeners.
Reach out cpmpodcasts at cpmorgor support at cpmorg if you
want some more information howto register.
Speaker 2 (11:32):
So what are some of the things that they could look
forward to this year as beingpart of the site-based
leadership program?
I think we have something verycool planned, don't we?
Speaker 6 (11:41):
So last year our theme was centered around Dr
DeRubal's work, which wasdiscretionary spaces, and this
year we were thinking about whatmight our theme be and, to tell
you the truth, we kind of satback and said, well, we hope
that our leaders are using theirresources as well as they can,
(12:03):
and that kind of fed into thisidea of building the leadership
capacity of the leaders inparticular, right.
So we were thinking like whatwould be a good event or talk to
do about building leadershipcapacity and we said, well, why
don't we do a book study and usesome of NCSM's work?
So this year we're doing a bookstudy and the book is Framework
(12:26):
for Leadership in MathematicsEducation by NCSM, and that book
study will be over foursessions throughout the year and
focusing on different ways thatyou can build your leadership
capacity in your school or onyour site.
Speaker 1 (12:44):
Awesome.
What drew you to that book then?
Just have you worked with it inthe past yourselves.
Speaker 6 (12:53):
Yeah, so we're obviously both members of NCSM
and we had been to events thatthey had had about coaching in
the past and based on that eventand based on the publications
that they put out, it seemedlike a good fit, so that's what
drew us to it.
Speaker 4 (13:10):
Awesome.
This won't be my first timethrough the book, and I've been
rereading it over the lastcouple of months and there's a
lot there to digest.
Speaker 6 (13:21):
So every time I read it there's something new.
There's a ton of resources inthe book already that NCSM
provides and those classroomsthat are.
Well.
You could use those resourcescertainly, but if you have a CPM
classroom you might want to usesomething that's a little bit
more tailored.
So we're going to kind ofintermingle our resources in
(13:42):
with NCSM's resources as we dothe book study.
Speaker 3 (13:45):
Fantastic.
Speaker 2 (13:46):
And when is the first book study?
Like people do need to getright on it, this is going to be
September 3rd, right when thispodcast launches, so they'll
want to get in there and figureit out, and the first meeting
will be on.
I believe it's September 17th.
Okay, so, in addition to thebook study, what are there other
things that are planned forthis year as part of site-based
(14:09):
leadership?
Speaker 4 (14:10):
We are going to have a couple of webinars with
nationally known mathematicsleaders.
Mathematics leaders.
We hope to be able to announceour first speaker soon, maybe
even at that first book studyevent, we'll be able to announce
our first speaker.
Speaker 6 (14:29):
One thing we're doing differently this year is we're
going to design some shortvideos about the intent and the
purpose of some of the resourcesand then provide participants
with an opportunity to talk tomaybe a more knowledgeable other
for that resource, like how doyou pull it off in this building
and ask questions?
So that's one of the things wehave planned also.
Speaker 1 (14:54):
Is there going to be any sort of site-based
leadership component at ournational conference this year?
Speaker 4 (15:00):
We believe that there will be sessions that are about
the site-based leadershipprogram at the conference.
So, yeah, there'll be somecoaching and some leadership
events in the pre-conference andsessions spread out throughout
the conference weekend, I know.
Speaker 6 (15:19):
Bruce Brusso and Lisa Comfort are doing a session at
NCSM about the site-basedleadership program.
I'm doing one with SharonRendon and Jocelyn Dunnick at
Learning Forward in December,and then I think both of those
teams are doing a site-basedleadership session at our
teacher conference Very cool, soyou can see us there also.
Speaker 2 (15:42):
Yeah, I think we have things planned for the
pre-conference and the mainconference sessions for sure.
So okay, anything else we needto know?
Speaker 6 (15:49):
I recommended.
I worked with some coaches lastweek and I recommended that the
coaches come.
So if you're a coach, I wouldrecommend that you join the
site-based leadership program,Maybe take part in the book
study If you're coming.
I would also think about adifferent level.
So, for example, who might bethe building leader that might
(16:10):
benefit from experiencing thesite-based leadership program?
Who might be a mass leader thatmight benefit from being in the
program?
So it doesn't have to be oneperson per site, it could be
multiple people and that mightspur conversations about who is
doing what job or who is in whatrole in terms of leadership.
Speaker 4 (16:32):
And we know how busy leaders are, and so we just want
to encourage anyone to join usat any time.
Don't feel like if you miss ourevents in September, that you
can't come and join us.
We want you to pop in and outof the program when it's
convenient for you and when youhave the time, so don't feel
like you'll be behind at anytime.
(16:53):
There are resources for you toengage with, no matter where you
are in the progression of theschool year.
Speaker 6 (16:59):
That's a great point.
Speaker 2 (16:59):
I was thinking and the live events are usually
recorded right, so if they missthe orientation or they miss a
thing, then they could be ableto watch the recording of the
event as well.
Speaker 4 (17:09):
Yes, that kickoff that was held a week and a half
two weeks ago has been recordedand will be available for anyone
to watch at any time.
Speaker 6 (17:18):
That's a great point, Pam.
I think even with the bookstudy, if you can't make the
first one or the second one,then join the remaining couple,
right, so yeah?
Speaker 3 (17:27):
Please Excellent.
Speaker 2 (17:28):
All right.
Well, we'll have moreinformation and some links in
the description for people toregister or ask for more
information.
We look forward to having agreat year with site-based
leadership.
Speaker 1 (17:38):
I'm looking forward to it myself.
Thanks for having us on.
Speaker 3 (17:41):
Yeah, thanks.
Speaker 2 (18:10):
We have a news flash for you today.
Do CPM programs fit the 2023California Mathematics Framework
?
Well, if you are a Californiateacher or administrator asking
yourself this question, you'llwant to join CPM's California
team for a fall webinar CPM andthe California Mathematics
Framework Making the Connection.
(18:30):
It's happening on September11th at 4 pm Pacific.
Visit cpmorg backslash eventsto register.
That is all.
End of news transmission.
Speaker 5 (19:04):
Dear CPM, the good news is that I'm getting better
and better at facilitating myCPM lessons, as the teacher
notes describe, within my47-minute class periods.
Unfortunately, because I'm sofocused on facilitating the
lesson, I struggle to connectwith my students, especially the
introverts.
Sometimes I feel like I'mtreating my students like
(19:25):
walking brains.
How can I connect with mystudents in a short amount of
time?
How can I show how much I carefor them as people and not just
their math brains?
Help Signed Misunderstood inMinneapolis.
Dear Misunderstood inMinneapolis.
First of all, I'm so glad tohear that you're starting to
(19:45):
feel comfortable facilitating aCPM lesson within a class period
.
That's awesome to hear, and I'mglad you're finding those
teacher notes helpful.
I certainly rely on them a lot.
Now about connecting with yourstudents, I get where you're
coming from.
Class can feel like a jugglingact and it can be overwhelming
trying to build meaningfulconnections with students on top
of everything else you're doing.
(20:06):
So here are some suggestionsthat might be helpful.
Start each day with a doorquestion.
A door question is a questionthat you ask students as they
enter the room.
It's all about getting to knowthem better beyond being a
student in your math class.
Some examples are who's yourfavorite musical artist?
How many siblings do you have?
(20:26):
What languages do you speak?
What's a country you'd love totravel to?
Door questions are greatbecause they're a quick and
small way to communicate tostudents that you want to learn
more about who they are, theirexperiences and the important
and interesting things to them,even by simply asking them how
they're feeling today as theyenter the room.
(20:46):
You'll learn a lot about yourstudents with very little time
investment.
I'd also encourage you tosprinkle in icebreaker
activities that aren'tnecessarily math-related
whenever possible.
One of my favorites is the artof compromise, where each
teammate shares three of theirfavorite things, like their
favorite ice cream, movie genreor vacation spot.
(21:07):
Then, as the team, they have tocompromise on one of these
things to share.
Icebreakers are a lightheartedway to let students be
themselves, have some fun andhelp students feel like they're
a part of a community.
I found that even my mostintroverted students warm up to
icebreakers.
You'll find a lot of greaticebreaker suggestions under the
(21:29):
team resource tab in your ebook.
Lastly, try weaving in personalanecdotes or stories related to
the lesson.
It's a subtle way to show yourstudents that you're not just
about the math, but you'regenuinely.
Lastly, try weaving in personalanecdotes or stories related to
the lesson.
It's a subtle way to show yourstudents that you're not just
about the math, but you'regenuinely interested in them as
individuals.
Remember, building theseconnections takes time, so be
(21:49):
consistent and patient withyourself.
Keep trying different things.
You can never show that youcare too much.
Hang in there and keep up thegreat work.
Speaker 3 (21:59):
Sincerely, Bree, Hi Misty and Joel.
This is Erin from Louisville,Kentucky, and I have enjoyed the
podcast for these years and thenew segment on Mac Jokes.
So here is my favorite Mac joke.
I hope you have not heard itbefore.
What does the little acorn saywhen he grooms up?
My favorite Mac joke I hope youhave not heard it before.
(22:20):
What does the little acorn saywhen he grooms up?
Gee, I'm a tree.
Y'all have a great day.
Speaker 2 (22:37):
Bye.
So that is all we have time foron this episode of the more
math for more people podcast.
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 and can be
found on pixabaycom.
So thank you very much, julius.
(22:58):
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, joel?
Speaker 1 (23:06):
It'll be September 17 , National Monte Cristo Day, and
not the Count of Monte Cristo,which is a great story.
I remember staying up nightsactually listening to an old
radio show as they would reenactthat book, which I really loved
.
But this is the sandwich MonteCristo, which its origins are in
France, but it is the mostdelightful sandwich you'll ever
(23:29):
try and I can't wait to talkabout it.
It's one of my favorites.
If it's on the menu I usuallycan't say no.
It's hard to steer me away fromthat and I have a good story
about a local Monte Cristosandwich that I'll share with
you on the 17th.
See you then.
Thank you.
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