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 2nd and 3rd are most important
- Evaluate what you value
- Help students see where they are and where they are going
- Grade based on data (not points)
References#
Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Corwin Press.