Building Thinking Classrooms in Mathematics, Grades K-12

Höfundur: Peter Liljedahl (Útgáfa: 1)
Building Thinking Classrooms in Mathematics, Grades K-12

Kaup valmöguleikar

A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. 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.

Nánar um bókina

Útgefandi
SAGE Publications, Inc. (US)
ISBN
9781544374871
Print ISBN
9781544374833
Format
ePub
Útgáfa
1
Höfundar
Peter Liljedahl
Tungumál
English
Útgefið
2020-09-28
Prent takmörkun á líftíma
10
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Foreword by Tracy Johnston Zager
  • Acknowledgments
  • About the Author
  • Introduction
  • Students Not Thinking
  • Institutional Norms
  • Toward a Thinking Classroom
  • How to Read This Book
  • CHAPTER 1: WHAT TYPES OF TASKS WE USE IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 2: HOW WE FORM COLLABORATIVE GROUPS IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • Willingness to Collaborate
  • Elimination of Social Barriers
  • Increased Knowledge Mobility
  • Increased Enthusiasm for Mathematics Learning
  • Reduced Social Stress
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 3: WHERE STUDENTS WORK IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 4: HOW WE ARRANGE THE FURNITURE IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 5: HOW WE ANSWER QUESTIONS IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Proximity Questions
  • Stop-Thinking Questions
  • Keep-Thinking Questions
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 6: WHEN, WHERE, AND HOW TASKS ARE GIVEN IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • When to Give the Task
  • Where to Give the Task
  • How to Give the Task
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 7: WHAT HOMEWORK LOOKS LIKE IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Didn’t Do It
  • Cheated
  • Got Help
  • Tried It on Their Own
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 8: HOW WE FOSTER STUDENT AUTONOMY IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 9: HOW WE USE HINTS AND EXTENSIONS IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • Using Extensions to Maintain Flow
  • Using Hints to Maintain Flow
  • Using Shifts in the Mode of Engagement to Maintain Flow
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 10: HOW WE CONSOLIDATE A LESSON IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 11: HOW STUDENTS TAKE NOTES IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 12: WHAT WE CHOOSE TO EVALUATE IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • The Rubric Approach
  • Creating the Rubric
  • Using the Rubric
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 13: HOW WE USE FORMATIVE ASSESSMENT IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • Toward a Thinking Classroom
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 14: HOW WE GRADE IN A THINKING CLASSROOM
  • The Issue
  • The Problem
  • The Point-Gathering Paradigm
  • The Data-Gathering Paradigm
  • Toward a Thinking Classroom
  • Creating a Grade
  • FAQ
  • Summary
  • Questions to Think About
  • Try This
  • CHAPTER 15: PULLING THE 14 PRACTICES TOGETHER TO BUILD A THINKING CLASSROOM
  • The Research
  • Building a Thinking Classroom
  • Toolkit #1
  • Toolkit #2
  • Toolkit #3
  • Toolkit #4
  • Transferring Collective Synergy Into Individual Knowing and Doing
  • Rebuilding a Thinking Classroom
  • Toolkit #1
  • Toolkit #2
  • Forest for the Trees
  • FAQ
  • Questions to Think About
  • References
  • Index