I was shocked by the responses from the good people at Open Up Resources (OUR), Illustrative Mathematics and my comrades in twitterdom regarding my reflection blog which boldly sang the praises of OUR. I tried to understand what motivated this excitement and was told teachers just don’t normally cheerlead for curriculum resources. I explained to my husband why I was so zealous about OUR and I thought, perhaps, I should be explicit in my explanation to you as well. I am confident my experience is similar to many teachers’ experiences across the country.
I just finished my 12thyear of teaching 8thgraders mathematics in North Carolina. I had at least one standard math 8 class (in addition to algebras 1 & 2 and geometry) for each of the last 11 years. Each year, I was given a one-page summary of state standards to be covered, written in code on a calendar type matrix, directing me what to teach and when. I looked for textbooks at my school, but only found about twelve for 8th grade math and no teacher’s edition. The books were not very rigorous anyway, so I just used problems and worksheets offered up by colleagues as well as smelly, dusty binders left behind by former teachers. Even back then, I didn’t give homework in math 8 so I got along fine without textbooks and my students learned well as measured by those pesky end-of-year state assessments.
A few years into teaching math 8, along came Common Core. Halleluiah! I love Common Core. It makes so much sense and kids are able to make connections that never occurred to me which serves to confirm CCs awesomeness. The actual standards got more explicit with CC, but I still received only the one page summary of references to state standards. No curriculum resources were provided. The state provided no funding for curriculum even though all of the standards were updated and changed. Like teachers all over the country, I was left to find, recycle, invent, design, write, steal, borrow and beg for rigorous resources so I had something to use with my students. (Purely anecdotal, but the rest of the teachers in the country must have been in the same boat because, I think, MTBoS was born, in part, in response to the curriculum dessert in which we all found ourselves.) The quality of peer-shared and harvested resources was high, but they were exhausting to vet because there were so many!
Couple this quest for resources with the aspiration to provide quality instruction complete with high engagement, real-life application, improved mathematical discourse, deeper levels of learner understanding, all the while making daily learning experiential and sticky, left me defeated some days and tired every day. I tried to do my very best each day for ten years and failed on hundreds of occasions. Then a miracle happened. Open Up Resources was developed and available to teachers. Finally something an ever-shrinking budget could get behind. It checks nearly every box. It is high quality curriculum that is full of rich tasks. It is deeply rooted in conceptual understanding. Concepts are continuously reviewed, previewed and connected. Instructional routines designed to increase student participation and understanding, which I already use, such as, Which One Doesn’t Belong and Number Talks, are already part of the lessons.
It is finally possible to devote appropriate time to understanding and supporting student learning because I am not overwhelmed preparing my own curriculum each and every day. I can now focus on students because the curriculum piece is solved. This is why I am so excited and grateful.
For educators trying to convince colleagues, supervisors and the district-level decision makers that OUR is the solution to the curriculum problem they face, the following points may help.
- One-to-one was a solution looking for a problem. OUR is a solution to a problem that already exists.
- OUR makes instructional-consistency a reality across classrooms throughout the school and within the district.
- Teacher expertise is required to lead, coach, interpret, monitor, sequence, direct, and challenge learners. Teachers are the professionals in the classrooms. This curriculum frees teachers to better support student learning.
- OUR incorporates best-practices at each and every turn. Units as well as lessons are designed with low floors and high ceilings. Struggling learners as well as high-flyers deserve quality curriculum and instruction. OUR makes that possible for all learners, creating equity that has been lacking in our classrooms.
- The professional expertise of educators in the classroom is essential for delivery of the OUR curriculum. The teacher’s role in the classroom is elevated, not diminished, through the use of OUR.
- Making connections is essential to the learning process. With OUR, mathematics is connected daily to real life, addressing that question, “when are we going to use this?”
- Learners are connected to one another through the use of instructional routines that promote collaborative problem solving and communication skills.
- Learners are challenged through the rigorous tasks in OUR.
- Conceptual understanding is essential for success in higher mathematics. OUR is rooted in conceptual understanding. Learners know why mathematical algorithms work before they are formalized and learners have the freedom to decide how to go about solving problems.
- Creativity and varied approaches are expected and celebrated. Learning mathematics through OUR is fun for students and teachers alike.
These are just a few points that occurred to me. Pick and choose what suites your audience. If you have additional reasons you have used to persuade your colleagues to pursue OUR, please add them to the comments!