Exploring Peter Liljedahl’s Book Building Thinking Classrooms in Mathematics
Do you wish your students took more intellectual risks in the classroom? Are you looking for ways to encourage students to grapple with mathematics and defend their mathematical thinking?
Peter Liljedahl’s 2021 book Building Thinking Classrooms in Mathematics presents 14 teaching practices derived from the author’s work with teachers and students in Kindergarten through 12th grade. Each practice and its accompanying “micro-moves” is designed to help teachers create an environment where students do more real thinking in each class, becoming more curious, engaged, and self-directed learners of mathematics. Join educators from around the state as we dive into the book and find out what all the buzz is about!
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.
Participants will need to obtain their own copy of the book Building Thinking Classrooms in Mathematics.
Schedule & Details
4 virtual 1.5 hour sessions, Tuesdays, 3:30-5pm: October 10, November 28, January 23, and March 19
We will read one toolkit in preparation for each virtual meetup. At each meetup, we will discuss the practices from that toolkit and the accompanying micro-moves, reflect on how to apply the practices with our students, and explore a rich task together.
October 10: Toolkit 1 (Thinking tasks; Visibly random groups; and Vertical non-permanent surfaces)
November 28: Toolkit 2 (Defronting the classroom; Keep thinking questions; When and how to give tasks; Check-your-understanding questions; Mobilizing knowledge)
January 23: Toolkit 3 (Hints and extensions to maintain flow; Consolidate from the bottom; Meaningful notes)
March 19: Toolkit 4 (Evaluate what you value; Where students are and where they are going; Grade based on data)
Contact hours: 6 hours for attendance of virtual sessions, plus 2 contact hour for each reading assignment reflection completed. (maximum of 8 additional contact hours). Potential contact hours of 14 hours total.
Questions? Contact us at firstname.lastname@example.org