BTC – Educational Aspirations

Ever been in a classroom that feels more like a sleep-inducing seminar? I can see you raising your hand. You know the scene: students zoning out, fidgeting like they’re auditioning for a tap dance, begging for bathroom breaks like they’re fleeing a sinking ship. As both a former student and now a teacher, I’ve danced this engagement tango more times than I care to count.

But here’s the kicker that’s evident this year: engagement isn’t a one-size-fits-all deal, especially in the wild world of math classrooms. Elementary? It’s about those manipulatives and building conceptual understanding. Middle school? Cue the shorter classes and the panicked rush to cover everything before the state tests roll in. And as for high school? Well, that’s a beast I’ve yet to wrestle with, but who knows, it might be in my cards someday.

Enter the game-changer: whiteboards and math chitchat, courtesy of Peter and his Building Thinking Classroom book. Since August, my 6th grade team and I have been riding this engagement wave. And you know what? It’s working. Students are gabbing, reasoning, and proudly displaying their work like they’re auctioning off masterpieces. Math class has become more of a lively arena of self-advocacy and problem-solving prowess.

Sure, it’s not all rainbows. We’ve had our fair share of hits and misses. We’re a math team, wielding OUR, Desmos, and BTC as our trusty resources. Some tasks hit the mark, turning mundane math into whiteboard wizardry. Others? Well, let’s just say we’ve had a few duds.

But here’s the rub: engagement doesn’t always translate to learning. Case in point: my recent tests were a wake-up call. The kids were jazzed (as jazzed as they can be about multiplying decimals), but did they really grasp the concepts? I remember many lessons as a kid that I thought were amazing, but I have no ideas what was learned in the process. That’s where the consolidation struggle begins and hasn’t quite ended. Picture this: students work in whiteboard groups, snap a pic of their whiteboards, we chat briefly as a class, and then… crickets. I’ve got a handful of students keeping the convo alive, but the rest? MIA.

So, what’s the plan? I’m brewing up some ideas: group summaries, solo reflections, you name it. And those “notes to my future forgetful self” that I’ve been using? They’re due for a makeover—less procedural, less mimicky and more self-advocacy pep talk.

But hey, despite the hiccups, BTC has bene great this year. I’ve even put in a request for more whiteboards next year. Here’s to another year of math magic, with a few tweaks along the way.

This past Thursday I attended the First Education Math Summit. Peter Liljedahl was the keynote speaker and this post is designed to synthesize what I heard and take positive steps moving forward as I continue to implement BTC strategies in the classroom. As a middle school math teacher, I’ve embarked on a journey this school year to enhance critical thinking among my students. The insights I’ve gained from implementing Breakout (BTC) strategies have been interest to reflect on and I feel like have helped my practice. Takeways from the keynote are below.

The Link Between Thinking and Learning

Peter visited 40+ classrooms and noticed that the majority of students weren’t actively engaged in thinking during math lessons. This lack of engagement posed a significant barrier to effective learning. It became clear that fostering active thinking was essential for student success.

Identifying Non-Thinking Behaviors

Students often exhibited non-thinking behaviors, such as slacking, stalling, and mimicking. Mimicking, in particular was prevalent but ineffective for long-term growth. It became evident that tasks needed to be designed to encourage genuine cognitive engagement and discourage passive mimicry. This takes a change in practice as students are used to mimicking and communities look for study guides that mimic actual tests.

Task Design for Access and Equity

To address these challenges, Peter mentioned to look for tasks with a “low floor, high ceiling” characteristic. These tasks are accessible to all students yet offer challenges for deeper understanding. Equity is often a primary goal, ensuring every student had access to meaningful learning opportunities regardless of their background or ability level. While resources abound, they’re often underutilized or misapplied. Tasks needed to be novel and engaging to capture students’ interest and promote active thinking. Whiteboard tasks should give students opportunities to grapple with the math as an answer or specific process to solve hasn’t been given.

Strategies for Active Engagement

Peter noticed that Implementing BTC groups was a game-changer in promoting active engagement. By taking control away from teachers and making groups visibly random, most students felt included. Optimal group size was key, with groups of three proving to be most effective. Utilizing a visibily random process helped address issues of fairness and micro-bullying during group formation. That being said, I still frusturation on the faces of students when they find out they have been paired with someone outside of their peer group. I’ve gone the route of using playing cards, although the issues of students switching cards has been a problem during the last couple months.

Challenges and Continued Growth

However, it’s important to note that negative student behaviors have impacted BTC groups. Addressing these behaviors has been an ongoing process throughout the year. By providing clear expectations and fostering a positive classroom culture, we’ve been able to mitigate some of challenges and create a more conducive learning environment.

My journey with BTC this school year has been rewarding with many ups and downs along the way. Fortunately, I’ve had a great math team that has supported my efforts. I’ve seen a noticeable improvement in my students’ mathematical communication skills and confidence compared to past years. This has been a journey and I look forward to seeing how it pans out for the last few months of the school year.