Dr. Peter Liljedahl, an expert in Building Thinking Classrooms and author of the book of the same name, dives into transformative teaching strategies in math education. He discusses the exciting advancements from a recent BTC conference and the psychological impacts of task management with 'banners.' Peter reveals how Thinking Classrooms can close performance gaps and counteract math trauma, emphasizing student self-efficacy. He also shares innovative resources for educators to enhance teaching practices and foster a supportive, empathetic classroom environment.
The recent Building Thinking Classroom Conference showcased a strong community of educators dedicated to enhancing math education and innovative teaching methods.
Effective classroom strategies, such as using banners and partitioning whiteboard space, enhance student organization and foster deeper problem-solving skills.
Addressing math trauma through positive experiences and a supportive environment is crucial for improving students' self-efficacy and overall engagement in mathematics.
Deep dives
Building Thinking Classrooms Conference Insights
The recent Building Thinking Classroom Conference in Phoenix attracted a significant turnout, emphasizing the growing interest in innovative teaching methods. Peter shared his experiences from the event, noting that 1,200 attendees gathered to focus on enhancing math education through thinking classrooms. Despite the extreme heat, attendees were eager to learn and share strategies for implementing these practices. The conference fostered a sense of community among educators dedicated to improving their teaching methodologies.
The Importance of the Banner in Math Education
The concept of the banner is pivotal in organizing tasks within a classroom effectively. It helps track what each student or group is working on and facilitates a smooth transition between tasks. Peter elaborated on two variations of the banner: a distributed banner, where each group has its own task list, and a communal banner, where all tasks are centralized for easier access. By using the banner, teachers can maintain a structured learning environment, allowing students to easily move on to the next task upon completion.
Structuring the Whiteboard for Enhanced Learning
Partitioning the whiteboard into segments creates a conducive environment for students to check their work and spot patterns in their problem-solving processes. By organizing tasks into quadrants, students can keep track of where they are in their work and make mistakes easier to identify and correct. This structure not only helps students with their current tasks but also allows them to see previous work in order to recognize patterns and make deeper connections. Such organization keeps learning visible and fosters an ongoing review process during math lessons.
Empowering Student Voice and Choice
Taking a student’s marker away during collaboration can prompt more meaningful discussions among peers as they strategize problem-solving together. This practice nudges students away from merely finding answers and towards engaging in dialogue about the concepts they are studying. Ensuring students collaborate effectively can also be achieved by structuring activities that require them to discuss and negotiate ideas before physically writing. Thus, teachers can promote a learning environment grounded in cooperation, understanding, and ownership of their learning process.
Addressing Math Trauma and Fostering Positive Learning Experiences
The impact of math trauma on students' identities and self-efficacy is significant, and cultivating positive math experiences can help overcome this. Peter highlighted the importance of creating environments where students feel comfortable and capable of participating, thus reducing anxiety surrounding math tasks. Sharing anecdotes about students who have thrived in thinking classrooms reinforces the idea that effective teaching practices can lead to improved confidence and engagement in math. Establishing a supportive atmosphere encourages students to see themselves as capable learners, ultimately reshaping their approach to mathematics.
In this episode, Kyle, Maegan, and Dean welcome back Dr. Peter Liljedahl to discuss his ongoing work and insights in Building Thinking Classrooms. Together, they delve into a range of topics like the recent BTC conference, various strategies for using banners and partitioning student workspaces, and the evolving nature of the Thinking Classrooms practices. Tune in to also hear about the importance of student self-efficacy, identity in math, and the effects of math trauma. Peter highlights ongoing research, shares effective teacher practices, and offers valuable recommendations for further reading and professional development.
This episode was recorded in early October, 2024.
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