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Building a Thinking Classroom for Math

February 4, 2022

This past June, our principal encouraged Rimpal Bamara and myself to read ‘Building a Thinking Classroom’ by Peter Liljedahl. I will admit that his invitation initially brought about some feelings of hesitancy on our part about the thought of changing what we had worked so hard to create in our currently successful Math programs. We committed to give at least a chapter or two a read over the summer and found the book to be so well written that we agreed to make some big changes to the way we ran our Math programs beginning that September.   

We began by collaborating with Tawnie Hildebrandt, our district Math helping teacher. We both set up our math classrooms into groups of 3, started purposely changing seating plans daily and randomly began using cards. Our only ask at the school level was to have whiteboards installed throughout our rooms to allow for student group work out of their desks. 

We invited Tawnie to come in, observe, and debrief a series of lessons with us over several months. Our students started off the year learning about problem solving questions in a new way. We presented a numbers task quickly at the beginning of class, (without specific instructions on how to solve the problem) and then let students work with their groups at the boards. Once students became comfortable working collaboratively with peers in small groups, our class moved on to regular curricular tasks.   

So, what changed in our classes? My lessons now start with me presenting question(s), students challenged to work in groups at whiteboards, a brief meeting as a class to discuss their solutions and a return to the boards to follow up with subsequent questions. This gives students a chance to have some practice before they try it on their own at their desk to consolidate learning. 

Was there a difference and what was the result?  

  • We noticed time on task for all students in class was up significantly. White boards’ groups started right away and were on task discussing how to solve the problems using math vocabulary in meaningful math discussions.  
  • Groups began using the if/when strategy. If or when they get stuck they knew to  borrow an idea from around the room and bring it back to help get their group back on track. This change in practice lead to students being more in charge of their own learning, relying on each other, instead of me as the source of knowledge.   
  • Fewer students are now struggling to participate effectively in groups and have the option of asking for small group help.  
  • Once a group demonstrates their understanding of the concept for the day, they return to their desks, create a worked example in their notes for future reference and practice individually to test their individual understanding.  As a result, we now have far fewer students that need to re-write tests to achieve a passing mark.  

At the end of each unit, students wrote a reflection about their feelings towards the Thinking Classroom ideas.  Here is one student's response to that question: “Like I have said before, in my opinion group work at the board is probably one of my favorite things to do in Science and Math because I get to learn, teach, and expand my knowledge of the topic or unit. If I do not understand something I can ask my peers to help me understand the thing I need help with. Meaningful notes also really help because I can look at them and practice what I might have needed to improve on or take note of something important I need to know.” Their responses support our enthusiasm as teachers for what the Thinking Classroom added to our teaching practice. 

STEVE TWELE & RIMPAL BAMARA 
Eugene Reimer Middle School