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WHAT IS. Building Thinking Classrooms? Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into a set of 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur.
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Building Thinking Classrooms: Toolkit #4 - Peter Liljedahl...
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Dr. Peter Liljedahl’s 15 years of research has uncovered the...
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Building Thinking Classrooms is an educational approach...
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A former high school mathematics teacher, Peter has...
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Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada.
As mentioned, a thinking classroom is a classroom that is not only conducive to thinking but also occasions thinking, a space that is inhabited by thinking individuals as well as individuals thinking collectively, learning together, and constructing knowledge and understanding through activity and discussion.
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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.
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- How Thinking Classrooms Got Started
- The Practices
- How to Get Started
Liljedahl began to formulate his approach after spending hours observing in dozens of different math classrooms. What he saw was not surprising: classroom after classroom of students who were not engaged and not actively learning. “By and large students spend most of their class time not thinking, at least not in ways we know they need to think in ...
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.
The book (linked above) is a great place for math teachers to start, but if you’re not a math teacher, that shouldn’t stop you. “These practices are being enacted in every curriculum now,” Liljedahl says. “Language arts, social studies, science. There are slight variances to it, but fundamentally what changes is what constitutes a thinking task, wh...
Mar 24, 2023 · To succeed in a thinking classroom, students need to develop skills like perseverance, academic courage, collaboration, and curiosity, among others. But according to Liljedahl, if we want students to develop these competencies, then we should find ways to evaluate them on it.
A former high school mathematics teacher, Peter has dedicated his life’s work to the improvement of education. Among his greatest joys is working with students and educators in classrooms around the world—learning and sharing about what helps students think more and think longer.
