Peter Liljedahl

In too many classrooms, our students aren't really thinking. What they're doing instead is more like mimicking, and my guest Peter Liljedahl is determined to change that. In this episode, we'll learn about his Thinking Classroom approach to instruction, where students are up on their feet, actively and collaboratively problem-solving, in a format that has taken the math world (and beyond) by storm. Thanks to Listenwise and Wipebook for sponsoring this episode.

Dr. Peter Liljedahl, an expert in Building Thinking Classrooms and author of the book of the same name, dives into transformative teaching strategies in math education. He discusses the exciting advancements from a recent BTC conference and the psychological impacts of task management with 'banners.' Peter reveals how Thinking Classrooms can close performance gaps and counteract math trauma, emphasizing student self-efficacy. He also shares innovative resources for educators to enhance teaching practices and foster a supportive, empathetic classroom environment.

In this enlightening discussion, Peter Liljedahl, a trailblazing Professor of Mathematics Education, shares insights from over 15 years of research on Building Thinking Classrooms. He emphasizes the significance of low-floor high-ceiling tasks and dynamic group sizes, particularly why groups of three boost engagement. Peter highlights the benefits of using vertical surfaces for better student participation and details effective note-making strategies. He also warns against over-scaffolding, advocating for a balance that fosters independent thinking and mastery in learning.

Peter Liljedahl, a math education professor who created the Thinking Classrooms approach, recounts redesigning classrooms to spark real thinking. He explores switching norms, using vertical whiteboards, random groups, and shared materials to boost engagement. Conversation covers how environment, evaluation, and power structures shape collaboration and creativity in learning and work.

Peter Liljedahl, a former high school math teacher and a professor of mathematics education, dives deep into the art of creating 'Thinking Classrooms.' He shares insights on the importance of classroom layout and furniture in fostering student engagement. Peter emphasizes productive struggle, explaining how getting stuck can be normalized to enhance learning. He categorizes student questions that can either hinder or promote thinking and advocates for rebranding homework as self-check tools. Transforming traditional practices is key to developing modern thinkers.