2024 Northwest Mathematics Conference

Building Thinking Classroom is a practice most well know for having students working on thinking tasks, in random groups, and at vertical whiteboards. In this session, I will discuss why it is important to think beyond these practices to the closing of the lesson. In particular, I will look at the new research on the three practices that close a thinking classroom lesson—consolidation, meaningful notes, and check-your-understanding questions. These three practices are instrumental in helping students organize, structure, and formalize their learning.

Have you heard of an innovative, effective, and efficient teaching method called "Thinking Classrooms"? If you have heard of it, but you have never tried it or do not know how to start it, this is the session for you. Based on Thinking Classrooms developed by Dr. Peter Liljedahl at SFU, I will share some tips on how to construct this interactive and collaborative space for students to engage in step by step manner.

Ever wonder how you can use Peter Liljedahl’s Building Thinking Classrooms (BTC) Practices in your secondary mathematics class daily? In this session, we will engage in a ‘curricular’ thinking classroom lesson from beginning to end, and then zoom out to look at how to plan a unit so that it involves opportunities for responsive teaching practices and allows for adaptability within individual lessons. This session welcomes both those familiar with BTC and those new to it and will offer space for sharing about various BTC implementation experiences. Come join the conversation about implementing BTC practices in secondary mathematics courses!

Building Thinking Classroom is a practice most well know for having students working on thinking tasks, in random groups, and at vertical whiteboards. In this session, I will discuss why it is important to think beyond these practices to the closing of the lesson. In particular, I will look at the new research on the three practices that close a thinking classroom lesson—consolidation, meaningful notes, and check-your-understanding questions. These three practices are instrumental in helping students organize, structure, and formalize their learning.