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building thinking classrooms

building thinking classrooms. - Peter Liljedahl. n =32. STUDENTING. catching up on notes (n=0 ). NOW YOU TRY ONE. don’t keep up n=16. don’t n=3. yes n=3. don’t use notes n=27. THE LESSON: TAKING NOTES. don’t keep up n=16. don’t n=3. yes n=3. don’t use notes

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building thinking classrooms

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  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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