Building Thinking Classrooms Book Study

A Thinking Student is an Engaged Student
Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide

  • Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions
    Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples
  • Offers a plethora of macro moves, micro moves, and rich tasks to get started
  • Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year

When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

By participating in the Book Study you will:

  • Work with other educators to reflect on the 14 practices and engage in thinking tasks together.
  • Gain a supportive group of colleagues to share successes and challenges with as you try out some of the 14 practices.
  • Receive a $100 honorarium and up to 21 professional learning contact hours.

Four meet-ups (on Zoom)
Thursdays, 3:30-5pm
February 3, March 10, April 7, May 12, 2022

Read Sets of Chapters Related to Various Toolkits to Build your Thinking Classroom in Mathematics

Discuss related practices:
Feb 3: Toolkit 1 (Thinking tasks; Visibly random groups; and Vertical Non-permanent surfaces)
March 10: Toolkit 2 (Defronting the classroom; Keep thinking questions; When and how to give tasks; Check-your-understanding questions; Mobilizing knowledge)
April 7: Toolkit 3 (Hints and extensions to maintain flow; Consolidate from the bottom; Meaningful notes)
May 12: Toolkit 4 (Evaluate what you value; Where students are and where they are going; Grade based on data)

Visit our website to register to participate. If we exceed 30 participants, we will use a random lottery process to determine participation. Please sign up by Sunday, December 19th. We will let you know your participation status by Wednesday, December 22nd.

In addition to the four 1.5 hour zoom meet-ups, plan for an average of an hour of reading time per chapter (although this may vary greatly by reader and chapter size). There are 15 chapters in the book. We will discuss the introduction and the first 3 chapters at the February 3rd meet-up.

You will receive a $100 stipend for attending and participating in all sessions. You will order the book on your own. Be sure to order with enough time to read the Introduction and Chapters 1-3 before our February 3rd meet-up. 

You are joining a community of educators in real-time. Thus, it is important for all members to be present at the virtual meet-ups to build a trusting, collegial relationship. It is essential that you are present to learn and collaborate with others. If an emergency comes up, please contact us as soon as possible. 

You are welcome to join the book study in order to network with others and share ideas. It may be helpful to review the chapters again to get the most out of the experience.

This project will involve K-12 teachers in Maine. 

Six contact hours are earned through participation in the four 1.5 hour meet-ups. An additional 1 hour per chapter can be earned by completing an ongoing reflection form.

This opportunity was made possible through the generous support of an anonymous donor. MMSA TEAM: Becky Tapley, Chelsea Fay, Hannah Lakin, and Cheryl Tobey

Copyright © 1992 — 2023 Maine Mathematics and Science Alliance • All rights reserved
Physical Address: 343 Water Street, Augusta, Maine 04330
Mailing Address: PO Box 2246, Augusta, Maine 04338

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