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Building Thinking Classrooms: A Story of Teacher Professional Development

Building Thinking Classrooms: A Story of Teacher Professional Development. - Peter Liljedahl. liljedahl@sfu.ca www.peterliljedahl.com/presentations @ pgliljedahl.

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Building Thinking Classrooms: A Story of Teacher Professional Development

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  1. Building Thinking Classrooms: A Story of Teacher Professional Development - Peter Liljedahl

  2. liljedahl@sfu.ca • www.peterliljedahl.com/presentations • @pgliljedahl

  3. Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.), Posing and Solving Mathematical Problems: Advances and New Perspectives. (pp. 361-386). New York, NY: Springer. • Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.), Transforming Mathematics Instruction: Multiple Approaches and Practices. (pp. 127-144). New York, NY: Springer. • Liljedahl, P. (2016). Flow: A Framework for Discussing Teaching. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary. • Liljedahl, P. (under review). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. New York, NY: Springer. • Liljedahl, P. (under review). On the edges of flow: Student engagement in problem solving. Proceedings of the 10thCongress of the European Society for Research in Mathematics Education. Dublin, Ireland. • Liljedahl, P. (in press). Building Thinking Classrooms: A Story of Teacher Professional Development. The 1st International Forum on Professional Development for Teachers. Seoul, Korea.

  4. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? • - Lewis Carroll JANE’S CLASS (2003)

  5. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? • - Lewis Carroll NOTHING! JANE’S CLASS (2003)

  6. n=32 STUDENTING catching up on notes (n=0) NOW YOU TRY ONE

  7. REALIZATION

  8. INSTITUTIONAL NORMS

  9. GOAL

  10. CASTING ABOUT (n = 300+)

  11. INSTITUTIONAL NORMS

  12. FINDINGS

  13. FINDINGS

  14. STUDENT WORK SPACE

  15. 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 0 - 3 EFFECT ON STUDENTS

  16. EFFECT ON STUDENTS

  17. This was so great [..] it was so good I felt like I shouldn't be doing it. • I will never go back to just having students work in their desks. • How do I get more whiteboards? • The principal came into my class … now I'm doing a session for the whole staff on Monday. • My grade-partner is even starting to do it. • The kids love it. Especially the windows. • I had one girl come up and ask when it will be her turn on the windows. EFFECT ON TEACHERS

  18. EFFECT ON TEACHERS

  19. EFFECT ON TEACHERS

  20. EFFECT ON TEACHERS

  21. HOW GROUPS ARE FORMED

  22. grade 10 • 90% Asian or Caucasian • February – April (linear system) • field notes • observations • interactions • conversations • interviews • teacher • students EFFECT ON STUDENTS

  23. 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

  24. EFFECT ON TEACHERS

  25. EFFECT ON TEACHERS

  26. EFFECT ON TEACHERS

  27. TOGETHER

  28. I've never seen my students work like that • they worked the whole class • they want more • how do I keep this up AND work on the curriculum? • how do I assess this? • where do I get more problems? • I don't know how to give hints? EFFECT ON TEACHERS

  29. EFFECT ON TEACHERS

  30. EFFECT ON TEACHERS

  31. WHY WAS THIS PROFESSIONAL DEVELOPMENT SO SUCCESSFUL? • Teachers came because they were seeking something. • Teaching methods were developed with teachers for teachers. • Teachers want their student to think. • Workshops mirrored classroom implementation. • First person vicarious experience. DISCUSSION

  32. liljedahl@sfu.ca • www.peterliljedahl.com/presentations • @pgliljedahl THANK YOU!

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