In this session we will explore how using random groups with vertical non-permanent surfaces (VPNSs) helps to promote communication, collaboration and knowledge mobility among students. Following a shared experience where participants will participate in a lesson that follows the tenets of Building Thinking Classrooms we will explore some of the research outlining why random groups are so effective and delve into the positive impact this work has on a student’s math identity, self-efficacy and status.
This session is most relevant to grades 3 through 8, but all are welcome to attend.
Wondering how to build your thinking classroom when your secondary math students don’t seem ready? In this presentation we will model how to get started, outline teacher moves for building student autonomy, and discuss why this shift is challenging for both students and teachers. Situated in examples from teachers’ classrooms.
Join us as we examine the different “recipes” we are using to create success in our grade 3-5 mathematics classrooms. Let's explore ways to engage learners and build mathematical thinkers using rich tasks, questioning, and active involvement. These are all essential elements in building thinking classrooms. Participants will leave the session with developed examples and recipes for cooking up a Building Thinking Classroom of their own.
Students come to us with unfinished learning from prior years, yet the urgency to cover grade level content remains. Participants will experience classroom-ready tangible contexts that equip teachers to provide entry-points such that students can explore and make sense of Algebra content regardless of knowledge gaps.
This session explores how Peter Liljedahl’s Building Thinking Classrooms approach serves as a powerful tool for transforming classrooms and fosters educational equity. Participants will engage in hands-on activities, reflective discussions, and collaborative planning to implement BTC practices that create more inclusive and equitable learning environments.
In this session, we will facilitate an in-depth analysis of key elements from chapters 12-14 of "Building Thinking Classrooms". We will explore natural steps teachers can take to improve the impact and effectiveness of their feedback. We’ll also explore how teachers can begin to naturally transition from points-based grading to standards-based grading. In addition, participants will be provided a link to a specially made Google Sheet that automates student grades exactly the way Peter Liljedahl describes in his text.
Step into this session and be instantly inspired by the engaging tasks in this dynamic thinking classroom! Together, we will tackle problem-solving challenges designed to empower students, fostering critical thinking and reasoning skills. By carefully selecting tasks, we will cultivate an environment where students feel motivated to think both independently and collaboratively, thereby boosting their problem-solving skills, mindset and mathematical confidence. Walk away with a diverse array of classroom-ready tasks, ready to implement the very next day!
How can coaching and professional development with smaller groups of teachers be elevated through use of Building Thinking Classrooms structures? Which BTC moves best support teachers’ willingness to take a stance of curiosity about their own practice? Through an immersive experience of analyzing student work, we will uncover practical approaches for embedding the BTC framework into your PD sessions, as we strive to cultivate an environment where teachers feel empowered to continuously explore and improve their practice.
We begin planning our unit of study in BTC through a macro lens. This includes the unit scope, thin slicing, consolidation points, and CYU resources. We will then bring it to a micro lens where we will choose one of those topics and create a thinking task and extend it through student anticipatory moves. The task will be scripted using the new meaningful notes template. This can apply to any curriculum from Envisions to Illustrative Mathematics to Reveal.
To build the competencies we desire most in our students such as: perseverance, collaboration, willingness to take risks, we must evaluate those competencies. What we evaluate tells students what we value. Learn how we (a coach and a kindergarten classroom teacher) transformed the thinking culture in our elementary schools by using rubrics and implementing Building Thinking Classrooms Practice 12: What We Choose to Evaluate.
How do we incorporate manipulatives into the Thinking Classroom? How can we build conceptual understanding through thin-sliced tasks which utilize manipulatives? Can manipulatives be used for “spicy” tasks? Participants will experience a thinking task utilizing manipulatives and have the opportunity to consider ways to use manipulatives when designing thin-sliced tasks.
In today's diverse classrooms, educators face the challenge of meeting the needs of all learners, particularly those who struggle with traditional instructional methods. In this session, we will model the implementation of the Building Thinking Classrooms framework in the high school setting, focusing on its effectiveness in engaging and empowering struggling learners in a co-taught classroom. We will highlight different strategies, based on research and experience, that help all students meet with success.
