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Mar 5, 2023 · A Thinking Classroom is built on 14 practices, many of which were developed by looking at what was already happening in typical classroom, doing the exact opposite, and seeing what happened. Some of the key practices are summarized below.
- Starting With ‘Thinking Tasks’ Instead of starting a lesson with direct instruction, give students novel “thinking tasks” they can work on, ideally in groups.
- Use Standing, Randomized Group Work. Central to Liljedahl’s approach is student collaboration and group work. Instead of grouping students by ability, or allowing them to choose their own groups to work in, his research has shown him students work more effectively—and are more likely to contribute—in randomized groups.
- Work on Non-Permanent, Vertical Surfaces. In a thinking classroom, students put notebooks away and participate in group work while standing at vertical non-permanent surfaces such as whiteboards, blackboards, or windows—surfaces that Liljedahl believes promote more risk-taking.
- Answer the Right Questions. As students work vertically in groups, teachers can easily see how they’re progressing and bounce around the room. Questions will undoubtedly arise, but Liljedahl says teachers should avoid answering questions asked for the purpose of reducing student effort and getting to an answer more quickly—such as “is this right?”
- Classroom Culture of Thinking. Create a classroom culture that values thinking, learning, and intellectual development. Start with thinking tasks that are separate from your curriculum.
- Opportunities to Think in Groups. Provide opportunities for students to think and engage in meaningful group learning experiences. The Thinking Classroom practices emphasize “visibly random groups” that change frequently.
- Vertical and Non-permanant Workspaces. You may have noticed that the traditional method of having students sit at their desks and take notes is only sometimes the best way to promote active thinking in your classroom.
- Room Layout. Research has shown that traditional, front-facing classrooms promote passive learning. At the same time, a more flexible, de-fronted setup—where students are free to face any direction—can be much more effective in promoting active thinking and engagement.
A thinking classroom looks very different from a typical classroom. Students are working in groups rather than individually, they are standing rather than sitting, and the furniture is arranged so as to defront the room.
WHAT DOES HOMEWORK LOOK LIKE IN A THINKING CLASSROOM? - Give students an opportunity to do “check your understanding questions”. This means these are OPTIONAL. - Do not mark these. Do not check if these are done. Do not ask about them. Use phrases like “opportunity” rather than “practice” or “assignment”. 8.)
In this webinar, I will share examples and observations from a variety of classrooms, and we will think together about the implications and pragmatics that Dr. Liljedahl’s work can have on ...
- 61 min
- 8.1K
- Judy Larsen
In this chapter I first introduce the notion of a thinking classroom and then present the results of over ten years of research done on the development and maintenance of thinking classrooms.
