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Modifying Your Thinking Classroom for Different Settings: A Supplement to Building Thinking Classrooms in Mathematics
Keep thinking…keep learning in different settings
In Peter Liljedahl’s bestselling Building Thinking Classrooms in 14 Teaching Practices for Enhancing Learning , readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting.
But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This This supplement allows teachers to dip in as needed and continually modify the practices as their own classroom situations change and evolve, always keeping the thinking at the forefront of their mathematics teaching and learning.
In Peter Liljedahl’s bestselling Building Thinking Classrooms in 14 Teaching Practices for Enhancing Learning , readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting.
But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This This supplement allows teachers to dip in as needed and continually modify the practices as their own classroom situations change and evolve, always keeping the thinking at the forefront of their mathematics teaching and learning.
120 pages, Paperback
Published September 15, 2021
24 people are currently reading
175 people want to read
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Displaying 1 - 4 of 4 reviews
January 2, 2022
A helpful companion to Thinking Classrooms. (The original book must be read first.) After needing to abandon many strategies from the original book due to Covid, this book offers practical approaches to enable students to keep thinking in different settings. Although they are not as throughly researched as the original book, the strategies offered are manageable alternatives that are better than a return to "traditional" approaches that many teachers felt forced into with social distancing and remote learning. Students *can* keep on thinking and problem solving in groups!
October 8, 2024
This should have been a free PDF companion to the original book. I don't find it to be worth owning in paperback, as it mostly just repeats stuff from the original book. Aside from the knowledgefeed (a special shared document to allow knowledge mobility in a digital setting, I also don't think it really adds much even if you have to work in the situations described in the book. So it feels lacking.
December 31, 2024
Didn't finish the whole thing. I'll return to it as needed. Great supplement to the original book. Better for special cases instead of reading from cover to cover.
October 13, 2021
I teach, solely, virtual school for 8th grade. I found 2 chapters in the book to apply to my own asynchronous and synchronous classrooms (students have curriculum in both arenas). However, these chapters are not really as dense as the original book. Clearly, this is more of an add-on to what has been established, Liljedahl goes so much to say that in the introduction. However, I finished reading and wanting MORE. MORE something to go on, more ideas...just more.
I have been trying (I'd say about at about 50%) to maintain many of the practices in the original book and apply them digitally, but it proves quite difficult in many situations. As an illustrative example: being virtual allows me to have visibly random groupings for my students, as well as boards where students who are in groups can work collaboratively as they would in a brick-and-mortar setting. However, Liljedahl really doesn't talk about class sizes much here. Maybe, Liljedahl assumes that the class size stays at about 35ish or under as you would see in a brick-and-mortar setting? Regardless, many of my classes have ~50 students in attendance. Even if I place 5 students in breakout rooms (keeping it random each day), I still have to circulate through 10 breakout rooms during the synchronous class period. Needless to say, it is a lot to manage virtually. Keeping track of the "knowledgefeed" and updating it (spoiler alert: it is mentioned in this edition of BTC), managing student behavior in breakout rooms, monitoring the main room in case students get kicked out of class or come late, making sure students are getting the correct links working for their "collaborative space," etc. Virtual school has a lot of drawbacks - particularly when students do not all have the same access to broadband internet service. Not to say that the content in this book isn't helpful, I am not as inspired as I was after reading (and re-reading) the first "Building Thinking Classrooms" edition.
I recognize that this edition was brought on by educators and students learning through our new "normal;" education has changed. So, we as educators, also must modify our teaching habits. I was just hoping Liljedahl had something more meaningful or insightful to offer here...something that I had not already been trying on my own when coming up with adaptations of the 14 practices of BTC.
I have been trying (I'd say about at about 50%) to maintain many of the practices in the original book and apply them digitally, but it proves quite difficult in many situations. As an illustrative example: being virtual allows me to have visibly random groupings for my students, as well as boards where students who are in groups can work collaboratively as they would in a brick-and-mortar setting. However, Liljedahl really doesn't talk about class sizes much here. Maybe, Liljedahl assumes that the class size stays at about 35ish or under as you would see in a brick-and-mortar setting? Regardless, many of my classes have ~50 students in attendance. Even if I place 5 students in breakout rooms (keeping it random each day), I still have to circulate through 10 breakout rooms during the synchronous class period. Needless to say, it is a lot to manage virtually. Keeping track of the "knowledgefeed" and updating it (spoiler alert: it is mentioned in this edition of BTC), managing student behavior in breakout rooms, monitoring the main room in case students get kicked out of class or come late, making sure students are getting the correct links working for their "collaborative space," etc. Virtual school has a lot of drawbacks - particularly when students do not all have the same access to broadband internet service. Not to say that the content in this book isn't helpful, I am not as inspired as I was after reading (and re-reading) the first "Building Thinking Classrooms" edition.
I recognize that this edition was brought on by educators and students learning through our new "normal;" education has changed. So, we as educators, also must modify our teaching habits. I was just hoping Liljedahl had something more meaningful or insightful to offer here...something that I had not already been trying on my own when coming up with adaptations of the 14 practices of BTC.
Displaying 1 - 4 of 4 reviews