1 / 43

BUILDING THINKING CLASSROOMS

BUILDING THINKING CLASSROOMS. Peter Liljedahl @ pgliljedahl.

bollin
Télécharger la présentation

BUILDING THINKING CLASSROOMS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. BUILDING THINKING CLASSROOMS Peter Liljedahl @pgliljedahl

  2. Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.), Transforming Mathematics Instruction: Multiple Approaches and Practices. (pp. 127-144). New York, NY: Springer. • Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.), Posing and Solving Mathematical Problems: Advances and New Perspectives. (pp. 361-386). New York, NY: Springer. • Liljedahl, P. (2018). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. New York, NY: Springer. • Liljedahl, P. (2018). Building thinking classrooms. In A. Kajander, J. Holm, & E. Chernoff (eds.) Teaching and learning secondary school mathematics: Canadian perspectives in an international context. New York, NY: Springer. • Liljedahl, P. (2018). Affect as a system: The case of Sara. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Möller, & Safrudiannur (eds.) Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, pp. 21-32. New York, NY: Springer.  • Liljedahl, P. (2019). Institutional norms: The assumed, the actual, and the possible. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. (Vol 1), pp. 1-16. Pretoria, South Africa: PME. • Liljedahl, P. (in progress). Building Thinking Classrooms. Thousand Oaks, CA: Corwin Press, Inc.

  3. 17 YEARS AGO … THE STORY OF JANE

  4. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll

  5. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll DISASTER!

  6. VISITED 40 CLASSROOMS • good teachers • snowballing • elementary + secondary • English + French • low socioeconomic + high socioeconomic • public + private PATTERNS

  7. VISITED 40 CLASSROOMS • good teachers • snowballing • elementary + secondary • English + French • low socioeconomic + high socioeconomic • public + private PATTERNS

  8. INSTITUTIONAL NORMS

  9. NON-NEGOTIATED NORMS

  10. 400+ TEACHERS | 15 YEARS | 2 WEEK CYCLES

  11. RENEGOTIATING THE NON-NEGOTIATED NORMS 400+ TEACHERS | 15 YEARS | 2 WEEK CYCLES

  12. RAPID PROTOTYPING

  13. CHAOS EVERYWHERE

  14. HOW WE GIVE A TASK textbook board/screen handout/worksheet

  15. HOW WE GIVE A TASK board/screen handout/worksheet textbook

  16. HOW WE GIVE A TASK verbally board/screen handout/worksheet textbook

  17. HOW WE GIVE A TASK verbally board/screen handout/worksheet textbook

  18. HOW WE ANSWERQUESTIONS

  19. HOW WE ANSWERQUESTIONS PROXIMITY QUESTIONS STOP THINKING QUESTIONS KEEP THINKING QUESTIONS

  20. HOW WE ANSWERQUESTIONS PROXIMITY QUESTIONS STOP THINKING QUESTIONS KEEP THINKING QUESTIONS

  21. HOW WE ARRANGE DESKS DEFRONT THE CLASSROOM

  22. HOW WE MAKE GROUPS strategic groupings self-selected groupings students know what their role will be that day

  23. STUDENT WORK SPACE VERTICAL NON-PERMANENT SURFACES

  24. WHERE TO START?

  25. begin lessons with good problems • frequently form visibly random groups • use vertical non-permanent surfaces

  26. give task early, • standing, and verbally • defront the classroom • answer only keep thinking questions • assign check your understanding questions • foster autonomous actions

  27. use hints and extensions to manage flow • consolidate from the bottom • use meaningful notes

  28. communicate where students are and where they are going • evaluate what you value • report out based on data (not points)

  29. BUILDING THINKING CLASSROOMS

  30. BUILDING THINKING CLASSROOMS

  31. THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations @pgliljedahl | #thinkingclassroom https://makemathmoments.com/episode21/ https://tinyurl.com/y68xopcq

  32. good tasks • use vertical non-permanent surfaces • frequently form visibly random groups • give task early, standing, and verbally • defront the classroom • answer only keep thinking questions • build autonomy • consolidate from the bottom • use hints and extensions to manage flow BUILDING THINKING CLASSROOMS year II • use meaningful notes • give check your understanding questions • communicate where a student is and where they are going • evaluate what you value • report out based on data (not points)

More Related