PPT-Building Thinking Classrooms: A Story of

Teacher Professional Development Peter Liljedahl liljedahlsfuca wwwpeterliljedahlcompresentations pgliljedahl Liljedahl P 2016 Building thinking classrooms Conditions for problem solving In P . Preparation. Christmas. In . every. . classroom the . children. . decorate. . their. Christmas tree. Preparation. Christmas. In . every. classroom the . children. . decorate. . their. classrooms. Thinking About Our Work. Thinking involves discriminating between beliefs that rest upon tested evidence and those that do not . Thinking about Thinking. Inquiry . is suspension of beliefs (. judgements. Facilitated by Robert Bircher. 1. How Thinking Creates Your Mood. Your thinking creates your feelings and much of your thinking (about things you get emotional about) is inaccurate, thus creating unnecessary and useless suffering. . - Peter Liljedahl. CONTEXT OF RESEARCH. CONTEXT OF RESEARCH. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. NOW YOU TRY . Informational Writing. Writing About Reading. Bend 1. Planning and Drafting Companion Books. Writing about Reading. Supplies. Reader’s Notebook. A fiction book you LOVE. Something you’ve read before and want to read again. SESSION. 2. Overview. Becoming an Independent Reader . is a professional learning resource with four sessions. :. Engaging Early Learners. Making Thinking Visible. Supporting Student Inquiry. Reflecting on Learning. . - Peter Liljedahl. CONTEXT OF RESEARCH. CONTEXT OF RESEARCH. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. NOW YOU TRY . NEW SANCTUARY BUILDING . COMPLETE. WORSHIP SPACE FOR 350. ADA RESTROOMS. TWO LOBBIES FOR ACCESS FROM MULTIPLE SITE AREAS. A/V BOOTH. PHASE II. NEW CHILDREN’S EDUCATION BUILDING. PROPOSED 6,400 sq. ft.. . - Peter Liljedahl. CONTEXT OF RESEARCH. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. TAKING NOTES (n=30). don’t. n=3. don’t use notes. n=27. yes. n=3. don’t keep up. . Peter Liljedahl. www.peterliljedahl.com/presentations. l. iljedahl@sfu.ca. @. pgliljedahl. Liljedahl, P. (2014). . The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.), . . Peter Liljedahl. Students are not . thinking!. Teachers are planning . their teaching . on the assumption that students either cannot or will not think. . begin with good problems . use vertical non-permanent surfaces. . - Peter Liljedahl. 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. . - Peter Liljedahl. liljedahl@sfu.ca. www.peterliljedahl.com/presentations. @. pgliljedahl. Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. . Felmer. , J. Kilpatrick, & E. . Reflecting on Practice. Park City Mathematics Institute. 1. 2. Parents satisfied with schools; the public not so much. 76% of US parents are completely or somewhat satisfied with the quality of education their child is receiving, but only 43% of US...