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.
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.
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.
Kyle Ferreira van Leer (he/him) firmly believes that all students are capable of high level mathematics engagement. He began his educational career in the middle school sphere. Kyle spent 8 years teaching 7th and 8th grade math in Title I schools, mostly serving migrant students from... Read More →
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.
