Think Thank Thunk

Join Kyle and Maegan as they dive into Chapter 15 from Building Thinking Classrooms by Peter Liljedahl. They address the big question surrounding how teacher can realistically implement all of the Thinking Classroom practices without overwhelming themselves and their students. They get into the four toolkits laid out in the book and share some tips and ideas on how to best implement each toolkit. Additionally, they briefly address the challenges presented when we see students being really successful in groups, but struggling on individual assessments and discuss the alternate pseudosequence provided for teachers who are already comfortable teaching in a Thinking Classroom. Image of the 4 Toolkits: https://bit.ly/BTC-framework Image of the 2 Toolkits for already experienced Thinking Classroom teachers: https://bit.ly/reBTC-framework This episode is the final in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 14 from Building Thinking Classrooms by Peter Liljedahl. They discuss the big question most teachers have about Thinking Classrooms: how do we grade our students? By utilizing the navigation instruments as grading tools, they share how teachers can shift from a points-gathering paradigm towards a data-gathering paradigm and better reflect the achievement of learners in a Thinking Classroom. A large portion of this episode discusses questions addressed in the FAQ and builds on Maegan and Kyle's classroom experience. The Myth of Objectivity in Mathematics Assessment by Lew Romagnano (PDF) Image of the 3 different parachute packers: https://bit.ly/BTCparachutepackers Image of a navigation instrument used to determine a grade: https://bit.ly/BTCnavgrade This episode is the fifteenth in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 13 from Building Thinking Classrooms by Peter Liljedahl. They discuss how all assessment should be formative assessment, and some of it will end up being summative. We dive into how to use the navigation instruments suggested in the book and explore how they can better support students in better understanding where they are in their learning journey. In the second half of the episode, you'll hear them dive into the FAQ's and share some of their experiences implementing these in the classroom. Tune in to hear how these simple navigation instruments can become a game-changer in your Thinking Classroom for you and your students. Image of a navigation instrument for Repeating Patterns: https://bit.ly/RPnavinstrument Maegan's Marching Band example: https://bit.ly/MGmarchingband This episode is the fourteenth in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 12 from Building Thinking Classrooms by Peter Liljedahl. They discuss the idea of evaluating what we value in our Thinking Classroom. If we value perserverence, risk-taking, and collaboration we need to evaluate these in order to develop these competencies in our students. Listen in for a simple, but effective, way of remixing traditional rubrics into something that connects better with how our students learn. This chapter is essential for fostering effective thinkers in our classrooms. An example of one of these rubrics. This episode is the thirteenth in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 11 from Building Thinking Classrooms by Peter Liljedahl. They discuss the idea of shifting note taking to note making for students by having students write notes to their future-forgetful-selves. Listen in for some simple shifts to make in how you approach notes that will result in making notes a thinking activity, rather than a mindless activity. 5 Steps into Notes: https://bit.ly/BTCnotes Facebook Webinar Recording: https://youtu.be/fWFzLrRWsys?t=480 Ep 5 with Peter Liljedahl, where he discusses the quadrant notemaking method. This episode is the twelfth in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 10 from Building Thinking Classrooms by Peter Liljedahl. They discuss the importance of consolidation in a Thinking Classroom and share some of the different ways teachers can consolidate. Listen in for some tips and tricks that they've learned through trial-and-error to help you refine your consolidation practices. This episode is the eleventh in the series where we go through each chapter of Building Thinking Classrooms by Peter Liljedahl.

It's summer break for us and in this episode, we take a different direction by revisiting and resharing a recording from our previous podcast. Listen in as we talk directly to students in Thinking Classrooms from a few of our schools. You'll hear from students in a wide range of grades as they share how math has been different this year, what they've liked and disliked, and what they hope for the future of math class. Enjoy! Make sure to subscribe in your favorite podcast app and share with a teaching friend if you find our episodes helpful. Follow us on Twitter: @ThinkThankPod

Join Kyle and Maegan as they dive into Chapter 9 from Building Thinking Classrooms by Peter Liljedahl. They discuss the concept of flow and why we need to be so aware of the states our students are in during Thinking Classroom tasks. They also discuss thin-slicing, the banner method and Maegan shares a fun way she incorporates a joker card into her deck for random groups. This episode is all about how we can get through the content we need to teach while remaining true to the Thinking Classroom practices. Graph illustrating Flow This episode is the tenth in the ⁠⁠series⁠ ⁠where we go through each chapter of ⁠⁠Building Thinking Classrooms⁠⁠ by Peter Liljedahl.

Join Kyle and Maegan as they dive into Chapter 8 from ⁠Building Thinking Classrooms⁠ by Peter Liljedahl. They discuss ways we can build student autonomy by allowing students to think for themselves and manage their own learning. They also share some teacher moves to help build student autonomy and get into some of the benefits of leaning into this practice. This episode is the ninth in the ⁠series ⁠where we go through each chapter of ⁠Building Thinking Classrooms⁠ by Peter Liljedahl.

In this episode, Dean, Maegan and Kyle interview Peter Liljedahl (@pgliljedahl), author of Building Thinking Classrooms and lead researcher behind the transformational teaching practices. We discuss the popularity of the book and how it has become a game-changer for educators worldwide. Explore new and innovative methods for consolidation and notemaking that empower students to become active thinkers and problem solvers in the classroom. Uncover the power of making subtle yet impactful tweaks to teaching practices, resulting in significant improvements in student engagement and achievement. We delve into the fascinating concept of recognizing and supporting productive struggle among student groups. Peter also sheds light on the issue of students being burdened by an excess of algorithmic knowledge that inhibits their creativity. We also discuss the emergence of AI like ChatGPT, how it impacts Thinking Classrooms, and how educators can harness this technology to support student thinking. Peter shares his thoughts on why behavior rubrics may not be having their desired impact and shares a personal source of inspiration in the field of math education. Finally, we explore what lies ahead in the realm of Thinking Classrooms including where the research is heading and a few new books to look forward to. Book: Choosing to See: A Framework for Equity in the Math Classroom