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.
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.
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.
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.
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.
co-host of Math 4 All, Athena K12 Educational Consutling
I am a mom of 2 girls and 1 boy. I have been consulting since my kids were little. My first teaching job was as a middle school math teacher. I co-host a Facebook live show with Heidi Sabnani where we interview prominent people in the math education community. We also write... Read More →
Heidi Sabnani is always surprised that she works in math education. She developed math anxiety as a young student and spent much of her school life and early career avoiding math. After teaching English in the United States and Guatemala, and earning her MA in World Literature, she... Read More →
