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Enhancing Student Engagement through Vertical Non-Permanent Surfaces and Random Grouping

This presentation by Peter Liljedahl explores innovative strategies to improve student engagement and learning outcomes in the classroom. By implementing Vertical Non-Permanent Surfaces (VNPS) and Visibly Random Groups (VRG), students showed increased enthusiasm for mathematics, reduced social barriers, and greater collaboration in learning. The findings highlight how these methods can enhance task engagement, knowledge mobility, and overall classroom dynamics. Discover actionable insights, effective assessment practices, and adaptable problem-solving approaches to redefine your teaching strategies.

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Enhancing Student Engagement through Vertical Non-Permanent Surfaces and Random Grouping

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Presentation Transcript

  1. building thinking classrooms - Peter Liljedahl

  2. n=32 STUDENTING catching up on notes (n=0) NOW YOU TRY ONE

  3. don’t keep up n=16 don’t n=3 yes n=3 don’t use notes n=27 THE LESSON: TAKING NOTES

  4. don’t keep up n=16 don’t n=3 yes n=3 don’t use notes n=27 USE NOTES TO STUDY THE LESSON: TAKING NOTES

  5. CASTING ABOUT (n = 300+)

  6. tasks • hints and extensions • how we give the problem • how we answer questions • how we level • room organization • how groups are formed • student work space • how we give notes • assessment • … THINGS I (WE) TRIED

  7. FINDINGS

  8. levelling • assessment • flow • answering questions • oral instructions • defronting the room • good tasks • vertical non-permanent surfaces • visibly random groups FINDINGS – BIGGEST IMPACT

  9. levelling • assessment • flow • answering questions • oral instructions • defronting the room • good tasks • vertical non-permanent surfaces • visibly random groups FINDINGS – BIGGEST IMPACT

  10. VERTICAL NON-PERMANENT SURFACES (VNPS)

  11. PROXIES FOR ENGAGEMENT • time to task • time to first mathematical notation • amount of discussion • eagerness to start • participation • persistence • knowledge mobility • non-linearity of work 0 - 3 EFFECT ON STUDENTS

  12. EFFECT ON STUDENTS

  13. EFFECT ON STUDENTS

  14. VISIBLY RANDOM GROUPS (VRG)

  15. students become agreeable to work in any group they are placed in • there is an elimination of social barriers within the classroom • mobility of knowledge between students increases • reliance on co-constructed intra- and inter-group answers increases • reliance on the teacher for answers decreases • engagement in classroom tasks increase • students become more enthusiastic about mathematics class EFFECT ON STUDENTS

  16. TOGETHER

  17. EFFECT ON STUDENTS

  18. levelling • assessment • flow • answering questions • oral instructions • defronting the room • good tasks • vertical non-permanent surfaces • visibly random groups WHAT NEXT?

  19. THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations #VNPS

  20. HOMEWORK

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