Building a thinking classroom

See also: teaching-mathematics

Framework introduced in Liljedahl (2020) represented in the figure below.

Introduced as four toolkits that are recommended to be implemented sequentially. Though not all orders were evaluated.

First - implement all three simultaneously

• Give thinking tasks
• Frequently form visibly-random-groups
• Use vertical nonpermanent surfaces

Second - no optimal order beyond after the first and before the third toolkit

• Defront the classroom
• Answer only keep thinking questions
• Give thinking task early, standing, and verbally
• Give check-your-understanding questions
• Mobilize knowledge

Third toolkit - best implemented, one at a time, in order

• Asynchronously use hints and extensions to maintain flow
• Consolidate from the bottom
• Have students write meaningful notes

Fourth toolkit - the 2^nd and 3^rd are most important

• Evaluate what you value
• Help students see where they are and where they are going
• Grade based on data (not points)

The Building Thinking Classrooms Framework (Liljedahl, 2020, p. 281)

References

Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Corwin Press.