Building Thinking Classrooms Conference

About a week ago, I had the opportunity to attend the Building Thinking Classrooms event in Indiana. The event spanned over two days and focused on the concepts explored in Peter’s book. Overall, the conference was refreshing and provided me with the chance to connect with fellow educators at my school. It had been a while since I last attended an in-person conference, so going with my colleagues was a refreshing experience. I believe that having this shared experience will prove beneficial as we embark on the new school year in approximately a month. I’ve had some time to process and re-read some of the book over the past week. I’m rejuvenating this blog and organizing my thoughts to translate them into actionable strategies when school resumes. Most of the ideas presented below are derived from the first few chapters of Peter’s book.

Defronting the Classroom

I have made significant changes to my classroom setup and design over the past few years. Instead of arranging students in rows, they now sit in groups, fostering greater collaboration. This shift has been particularly valuable since my district started implementing IM, which places emphasis on partner/group math discussions. I aim to maintain the group or pod structure but plan to alter the desk orientation so that the front of the classroom isn’t immediately apparent from the desk arrangement. I will position my desk near one of the middle sides of the classroom.

Visibly Random Groups

I also intend to continue utilizing random groups. In the past, I employed a digital method but I am now considering using playing cards as a means of determining the groups. Using actual playing cards will clearly indicate to students that the groups are genuinely random. By having predetermined groups, I hope to encourage students to collaborate and alleviate the cognitive burden of searching for a partner, considering the significant social aspect involved at the middle school level. Groups of three students tend to work well for middle school so that will be my plan for next year.

Vertical Whiteboards

In my previous classroom, I had several whiteboards that covered the perimeter. These whiteboards were fashioned by cutting two shower boards from Home Depot in half. While they have served me well over the years, I haven’t consistently utilized them. I aim to establish a few protocols before students use the whiteboards in the fall. My plan is to allocate one marker per group and co-create norms for using the whiteboard stations. These norms should encompass sharing knowledge by engaging students in gallery walks or sending someone to observe other boards. I need to remind students to show all their work and implement a system where they don’t erase (instead, they put a box around it and draw a single line through it) to encourage risk-taking and emphasize the process.

Observation Rubrics

I will involve students in co-creating norms within their groups which will eventually evolve into observation rubrics. I want students to evaluate the effectiveness of their groups. Although I’m unsure of the specific medium at this point, I am inclined towards a digital format that students can complete at designated intervals.

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As I prepare to switch grade levels in the fall, I am excited about implementing the strategies mentioned above. The Building Thinking Classrooms event and Peter’s book have provided me with valuable insights and ideas that I’m eager to put into action. I look forward to this new adventure and the opportunities it presents for growth and learning in the upcoming school year.