Burnaby 2016 BUILDING THINKING CLASSROOMS - Peter Liljedahl

Burnaby 2016 NOW YOU TRY ONE catching up on notes (n=0) n=32 STUDENTING

Burnaby 2016 CASTING ABOUT (n = 300+)

Burnaby 2016 THINGS I (WE) TRIED tasks hints and extensions how we give the problem how we answer questions how we level room organization how groups are formed student work space how we give notes assessment …

Burnaby 2016 FINDINGS VARIABLEPOSITIVE EFFECT tasksgood tasks hints and extensionsmanaging flow how we give the problemoral vs. written how we answer questions3 types of questions how we levellevel to the bottom room organizationdefronting the room how groups are formedvisibly random groups student work spacevertical non-permanent surfaces how we give notesdon't assessment3 purposes

Burnaby 2016 FINDINGS – BIGGEST IMPACT good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

Burnaby 2016 FINDINGS – BIGGEST IMPACT good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

Burnaby 2016 VERTICAL NON-PERMANENT SURFACES (VNPS)

Burnaby 2016 PROXIES FOR ENGAGEMENT time to task time to first mathematical notation amount of discussion eagerness to start participation persistence knowledge mobility non-linearity of work EFFECT ON STUDENTS 0 - 3

Burnaby 2016 vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups) time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion eagerness participation persistence mobility non-linearity EFFECT ON STUDENTS

Burnaby 2016 vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups) time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion eagerness participation persistence mobility non-linearity EFFECT ON STUDENTS

Burnaby 2016 VISIBLY RANDOM GROUPS (VRG)

Burnaby 2016 students become agreeable to work in any group they are placed in there is an elimination of social barriers within the classroom mobility of knowledge between students increases reliance on co-constructed intra- and inter-group answers increases reliance on the teacher for answers decreases engagement in classroom tasks increase students become more enthusiastic about mathematics class EFFECT ON STUDENTS

Burnaby 2016 WHAT NEXT? good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

Burnaby 2016 Grades 10 to 12 Healthy Living

Burnaby 2016 Question Number

Burnaby 2016

THANK YOU! #VNPS