BUILDING THINKING CLASSROOMS IN MATHEMATICS

14 Practices for Enhancing Math Learning

The book Building Thinking Classrooms in Mathematics: 14 Practices for Enhancing Math Learning is written in such
a way that you can read the whole book before you begin to build your own thinking classroom. If this is how you
choose to engage with the book, then Chapter 15 will provide the results of the research into the optimal sequence for
implementation and which practices need to be implemented together. If you want to build your thinking classroom as you
read each chapter, then the book is also written to accommodate that. If this is how you choose to engage with the content,
I suggest that you read Chapters 1–3 and then implement all three of those optimal practices for thinking together. After
that, you can implement each practice as you read about it. To help you along the way, each chapter ends with a Try This
section where you are provided with some tips and tricks as well as thinking tasks that you can use to help initiate that
thinking practice in your classroom.

Regardless of how you choose to engage with the book, this book study guide will help you to reflect on what you have read
and how this relates to your current (and past) teaching practice, and it will prepare you to partake in discussions within
a professional learning community (PLC). The study guide divides the reading of each chapter into three distinct phases:
before reading, as you read, and after you have read. Before you read each chapter, take a moment to reflect on your own
practice and the degree to which it fosters (or not) thinking within your classroom. As you read, engage critically with the
chapter, take notes, pose questions, think about what implementation would look like, and anticipate where the challenges
will lie. After you have read the chapter, discuss your critical engagement within your PLC, learn from others’ reflections
and ideas, and work through some of the shared challenges together.

If you wish to immediately implement what you read in each chapter, then doing so before or after your PLC meeting
works equally well. If you implement before, you will have more to share with your peers. If you implement after, you will
have the benefit of having collaboratively thought through some of your anticipated challenges.

In many ways, the ideal pacing through this book is set by the implementation path you choose to take. If you are
implementing as you go, you will need about three weeks to implement the first three chapters together. After that, you
will feel ready to implement a new chapter every one to three weeks, depending on how well your students are adjusting
to the new thinking culture. If you are reading the book straight through before implementing, then the pacing will be
determined more by how often your PLC meets. If you are willing to meet after every chapter, then one chapter per week
will suffice. If you wish to meet less frequently, then you can estimate that Chapters 1–8 can be moved through at a pace of
two chapters per week. The chapters do not take a long time to read, but there is a lot to think about. Chapters 9–15 have
even more to think about, so the pace may need to slow to one chapter per week. If you are working through the book on
your own, then move at a pace that allows you the time to pause and ponder the things that you read.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
INTRODUCTION

Before Reading:
Before As You After Before reading the introduction, reflect on the
Reading Read You Read ways in which thinking manifests itself in your
classroom.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. What does it mean for students to be thinking in a math

classroom? What does it look like?

2. In what ways do your teaching practices require students

to think?

3. Can you think of things you do in your teaching that takes

away opportunities for students to think?

4. Can you think of ways in which students try to get out

of thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After
Use the following chart to record your notes
Reading Read You Read about the introduction.

THOUGHTS ON THE INTRODUCTION

Reading Notes Page I have already been thinking about (or I am wondering about . . .
doing) this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read the introduction, use the following

Before As You After chart to help organize your discussion. In the first
column list the things you wish to discuss with the
Reading Read You Read group—some possible questions are already listed. In
the second column record the things you learn from the
group. And in the third column detail the things you
are keen to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. Consider the studenting behaviors

discussed in this chapter. Have you
seen any of these behaviors in some
of your students?

2. What are your thoughts about the

role of mimicking in the classroom
and its relationship to learning?

3. Consider the list of 14 practices. Is

this list truly comprehensive? Can
you think of parts of your teaching
practice that do not exist on this list?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 1: WHAT TYPES OF TASKS WE USE IN A
THINKING CLASSROOM

Before Reading:
Before As You After
Before reading Chapter 1, reflect on the types
Reading Read You Read of tasks you currently use and why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about the types of tasks you currently use with your
students. How would you describe them? Are they all of the
same type, or do they fall into different categories?

2. Have the types of tasks you use with your students

changed over time? Or do you want to change the types
of tasks you use with your students? If so, why—what
happened that prompted the change?

3. If you had no external pressure to deliver specific

curriculum in a specific amount of time, what kinds of tasks
would you use with your students?

4. Do the tasks you currently use encourage your students to

think, or do they inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes
Reading Read You Read about Chapter 1: What Types of Tasks We Use
in a Thinking Classroom.

THOUGHTS ON CHAPTER 1: WHAT TYPES OF TASKS WE USE

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 1, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. The introduction mentioned that

almost all students who mimic
express that they thought this is what
they were meant to be doing. Chapter
1 shares that one way in which
students come to this conclusion is
that their teacher showed them how
to do something before asking them
to try it on their own. What other
ways may we be communicating that
mimicking is what we want students
to do—even if that is not what we
want?

2. This chapter included three examples

(counting, adding decimals, and
factoring quadratics) of how to script
the introduction of a task so that
we can ask students to think their
way through a problem without first
showing them how to do it. These
examples are all predicated on
the idea of asking the students a
question about prior knowledge, then
asking a question that is an extension
of that prior knowledge. Consider
some topics you have recently taught
or are about to teach. What would
scripts for these topics look like?

3. In this chapter, it was shown that

students perform better on scripted
curricular tasks if they have first
experienced three to five classes of
working on highly engaging non-
curricular tasks. How do you feel
about giving up this time? What are
the barriers for you to do this? What
do you stand to gain? What do you
stand to lose?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 2: HOW WE FORM COLLABORATIVE GROUPS IN
A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 2, reflect on the ways
Reading Read You Read in which you currently form collaborative
groups and why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about when and how you use collaboration in your

current teaching practice. Why do you use collaboration—
what are the benefits? What are the challenges?

2. How do you group your students? Why do you do it that

way—who does it benefit?

3. Do you use different grouping methods for different tasks

or activities or for different groups of students?

4. Has the way you group your students changed over time? If
so, why—what happened that prompted the change?

5. Does the way you currently group your students encourage

or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 2: How We Form Collaborative Groups in a
Thinking Classroom.

THOUGHTS ON CHAPTER 2: HOW WE FORM COLLABORATIVE GROUPS

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 2, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. What is the worst combination of

your students that can come together
in random groups? What is your
perception based on?

2. How do you feel about the idea of

students borrowing ideas from other
groups? How does this align with
your sense of what it means to be
able to do mathematics?

3. How do your current ideas about

differentiation align (or not) with the
use of random groups?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 3: WHERE STUDENTS WORK IN A
THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 3, reflect on where
Reading Read You Read you have your students do their work and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about where you have your students do their work

­(either individually or collaboratively). Why is that where
they do their work?

2. Has where you allow your students to work changed

over time? If so, why—what happened that prompted the
change?

3. Does where you currently have your students do their work

encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes
Reading Read You Read about Chapter 3: Where Students Work in a
Thinking Classroom.

THOUGHTS ON CHAPTER 3: WHERE STUDENTS WORK

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 3, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. What are your thoughts about

the idea that sitting and writing in
notebooks promotes, and rewards,
mimicking behavior? Are their ways
that you have seen this in your
classrooms?

2. In The Problem section, you read

about the notebook as a catch
all—the place where we default
to having students do their work.
Think about all the different types of
things you ask students to do in their
notebooks. Which of these, other
than doing thinking tasks, can you
imagine having your students doing
on vertical non-permanent surfaces?

3. Which strategy for moving the

pen around did you like the best
and why?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 4: HOW WE ARRANGE THE FURNITURE IN
A THINKING CLASSROOM
Before Reading:
Before As You After Before reading Chapter 4, reflect on how you
Reading Read You Read position the furniture in your room and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about how you have your room organized. Who does
it benefit?

2. Think about furniture arrangements that you have seen

in other classrooms. Why would a teacher choose that
arrangement? Who do you think it benefits?

3. Has how you organize your room changed over time? If so,
why—what happened that prompted the change?

4. Does the way you currently arrange the furniture in your

room encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 4: How We Arrange the Furniture in a
Thinking Classroom.

THOUGHTS ON CHAPTER 4: HOW WE ARRANGE THE FURNITURE

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 4, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. Think of a time when the way a room

was set up affected your learning
behavior. In what way did the room
setup tell you what to expect?

2. The Problem section ends with the

idea that we need to find the right
amount of disorder. What are some
things that you can change in your
classroom that would create more
disorder—that you can live with?

3. In this chapter, you read about

straightness and symmetry. What
else in a classroom, and in teaching
practice, might be governed by a
desire to have things be straight and
symmetrical? What, if anything, do
you like about this? What message
does this send to students?

4. If we think about the fact that

everything we do sends a message
to the students, what is the main
message that students hear from
your practice? Is this the message
that you want to be sending them?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 5: HOW WE ANSWER QUESTIONS IN A
THINKING CLASSROOM

Before Reading:
Before As You After
Before reading Chapter 5, reflect on how you
Reading Read You Read answer students’ questions and why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about the types of questions students ask. Can they

be categorized?

2. How do you respond to a student’s question? Does how

you answer it depend more on the type of question being
asked or the student who asks it?

3. As teachers we want to be helpful. One way to do this

is to answer students’ questions. Can you think of any
negative consequences that come from answering
students’ questions?

4. Has how you answer students’ questions changed over

time? If so, why—what happened that prompted the
change?

5. Does the way you currently answer questions encourage or

inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 5: How We Answer Questions in a Thinking
Classroom.

THOUGHTS ON CHAPTER 5: HOW WE ANSWER QUESTIONS

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 5, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. The introduction talked about

institutional norms being a potential
source of student disengagement
and lack of thinking in the classroom.
This chapter talks about the way
we, as teachers, answer questions
as contributing to students’ not
thinking. In what other ways do our
interactions with students reduce or
remove their need to think?

2. Many of the practices for building

thinking classrooms discussed to
this point are ways in which we
can create environments that get
students to think. The practice
discussed in this chapter, in many
ways, is the opposite of this. In this
chapter, you learned about ways to
avoid doing things that stop thinking.
What other practices stop thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 6: WHEN, WHERE, AND HOW TASKS ARE GIVEN
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 6, reflect on when,
Reading Read You Read where, and how you give students tasks and
why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. If you were given tasks at a conference that you want to use

with your students, how would you transmit the tasks from
you to them?

2. At what point in a lesson do you normally give students

their first task to work on?

3. Where are you (and they) located in the room when you give
the task?

4. Does when, where, and how you give a task vary at all and,
if so, what does that depend on?

5. Has when, where, and how you give tasks changed over
time? If so, why—what happened that prompted the
change?

6. Does when, where, and how you currently give tasks

encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 6: When, Where, and How Tasks are Given in a
Thinking Classroom.

THOUGHTS ON CHAPTER 6: WHEN, WHERE, AND HOW TASKS ARE GIVEN

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 6, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. Think about your teaching when

students are sitting in their seats.
How many are really paying attention
to you? If a teacher standing in the
back of your class and was able
to see what your students were
really doing, what do you think they
would see?

2. Think about how often you are

verbal in your interactions with
people outside of the classroom.
What are the circumstances in
which being verbal is not enough,
and you need to demonstrate,
point, or write something to help
with the interaction? What is it you
show, point to, or write in those
circumstances? How does that
compare to what you write for
students in your current practice?

3. This chapter included two examples

of scripts that can be used to give a
task verbally. Consider some tasks
you have recently used or are about
to use. What would verbal scripts for
these look like?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 7: WHAT HOMEWORK LOOKS LIKE IN
A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 7, reflect on what
Reading Read You Read homework looks like in your classroom and
why it does so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. If you give homework in your classroom, why do you do it?

What goal are you trying to achieve?

2. Is homework achieving these goals? If so, for whom?

3. Of those who do their homework, why do they do it? If you

consider yourself successful at getting students to do their
homework, what message are your methods sending to
your students? That is, why do they do their homework, and
who do they think it is for?

4. Has what homework looks like, and why and how you use
it, changed over time? If so, why—what happened that
prompted the change?

5. Does the way you currently give homework encourage or

inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 7: What Homework Looks Like in a Thinking
Classroom.

THOUGHTS ON CHAPTER 7: WHAT HOMEWORK LOOKS LIKE

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 7, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. In this chapter, it was mentioned that

practice invokes mimicking. What are
your thoughts about practice as an
effective learning tool? Is this what
you want your students to do?

2. What do you think about the reality

that some students may choose not
to do, or not do all of, the check-your-
understanding questions? How will
you cope with this?

3. Why do parents want (or not want)

“homework” for their children?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 8: HOW WE FOSTER STUDENT AUTONOMY
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 8, reflect on the
Reading Read You Read autonomy you give your students and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about situations in which you give your students

autonomy. Now compare them to situations in which
you do not give autonomy. What is different about these
situations, and why do some situations warrant autonomy
while others do not?

2. Can you think of some benefits to giving students

autonomy in your classroom?

3. Has the autonomy you give your students changed over

time? If so, why—what happened that prompted the
change?

4. Does the way you currently give your students autonomy

encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 8: How We Foster Student Autonomy in a
Thinking Classroom.

THOUGHTS ON CHAPTER 8: HOW WE FOSTER STUDENT AUTONOMY

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 8, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. This chapter focused on the

nurturing of independence through
the fostering of autonomy. Have
you found any other ways to nurture
independence?

2. What are your feelings about the

possibility for the proliferation
of errors in a classroom where
knowledge is being shared between
groups?

3. In what ways does the fostering of

autonomy meet the goals of your
curriculum?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 9: HOW WE USE HINTS AND EXTENSIONS
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 9, reflect on the ways
Reading Read You Read in which you use hints and extensions and
why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Think about situations in which you give hints in your

teaching. Who gets a hint, under what circumstances,
and when?

2. Think about situations in which you give extensions

in your teaching. Who gets an extension, under what
circumstances, and when?

3. Has the way in which you use hints and extensions in your
teaching changed over time? If so, why—what happened
that prompted the change?

4. Does the way you currently use hints and extensions

encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 9: How We Use Hints and Extensions in a
Thinking Classroom.

THOUGHTS ON CHAPTER 9: HOW WE USE HINTS AND EXTENSIONS

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 9, use the following chart

to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. This chapter included two examples

of four sequences of curricular
tasks that move students through
large amounts of curricular content.
Consider some content you have
recently taught or are about to teach.
What would a sequence of tasks for
this content look like?

2. Think about a topic that you believe

is brand new to students. What is
the minimum set of instructions that
you need to give in order to prepare
students to be able to think their
way through the first task? What can
students learn from this first task?

3. How does the idea of creating and

maintain flow fit with your current
ideas around differentiation?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 10: HOW WE CONSOLIDATE A LESSON
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 10, reflect on the ways
Reading Read You Read in which you consolidate a lesson and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. What is the primary goal for consolidating a task, activity,

or lesson in your classroom?

2. Think about situations in which you have given students

a task to do (maybe a now-you-try-one task). What does
consolidation after this task look like?

3. Think about other situations in which you have consolidated

at the end of a lesson. What does consolidation look like in
this situation?

4. Has the way in which you consolidate a task, activity, or

lesson changed over time? If so, why—what happened that
prompted the change?

5. Does the way you currently consolidate a task, activity, or

lesson encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 10: How We Consolidate a Lesson in a
Thinking Classroom.

THOUGHTS ON CHAPTER 10: HOW WE CONSOLIDATE A LESSON

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 10, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. In this chapter, you learned about

consolidation as moving through the
flow levels of a task or sequence of
tasks. And while doing so, to start
slow and go faster as you go. This
means that the most nuanced and
sophisticated solutions will get the
least attention. How do you feel
about this?

2. In Chapter 6, you were presented

with results that showed that we
need to get the students thinking
about a task within the first five
minutes of class. This removes from
our practice the ability to teach at
the beginning of the lesson. This
chapter on consolidation offers us
a place where that teaching can
now occur. How do you feel about
consolidation—at the end of the
lesson—as teaching?

3. How is the knowledge that is

conveyed during consolidation in a
thinking classroom the same as or
different from the knowledge that is
conveyed during a typical lesson?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 11: HOW STUDENTS TAKE NOTES
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 11, reflect on the ways
Reading Read You Read in which you have students write notes and
why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. If you have students writing notes in your classroom, why

do you do it? What goal are you trying to achieve?

2. Is the way you have students write notes achieving these

goals? If so, for whom?

3. Of those who write notes, why do they do it? If you

consider yourself successful at getting students to write
notes, what message are your methods sending to your
students? That is, why do they write notes, and who do
they think the notes for?

4. Has the way in which you have students take notes

changed over time? If so, why—what happened that
prompted the change?

5. Does the way you currently have your students take notes
encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 11: How Students Take Notes in a Thinking
Classroom.

THOUGHTS ON CHAPTER 11: HOW STUDENTS TAKE NOTES

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 11, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. Think of a time where you, yourself,

took I-write-you-write or fill-in-the-
blank notes. How engaged were you?

2. Consider the graphic organizers

presented in this chapter. Which ones
do you think would be good for your
students? What situations favor one
graphic organizer over another?

3. How do you feel about the fact that if

you try to manage meaningful notes,
students will start to do them for the
wrong reason?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 12: WHAT WE CHOOSE TO EVALUATE
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 12, reflect on the
Reading Read You Read things you choose to evaluate and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Consider math as consisting of a broad spectrum of

knowledge, abilities, and competencies. What part of this
spectrum do you evaluate? Why that part of the spectrum?

2. If you teach more than one math course or one subject,

how does the spectrum of what you evaluate differ between
courses/subjects?

3. Has what you choose to evaluate changed over time? If so,

why—what happened that prompted the change?

4. Does what you currently choose to evaluate encourage or

inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 12: What We Choose to Evaluate in a Thinking
Classroom.

THOUGHTS ON CHAPTER 12: WHAT WE CHOOSE TO EVALUATE

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 12, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. Consider the quote, “Evaluation

is a double edged sword. When
we evaluate our students, they
evaluate us—for what we choose to
evaluate tells our students what we
value.” If this is true, what does your
evaluation practice communicate that
you value?

2. Think about some competencies

that you feel your students need to
improve on. For which of these do
you think you should coconstruct a
rubric first?

3. This chapter mentioned that it is

easiest to coconstruct a rubric right
after an experience in which the
class was deficit in the particular
competency you want to focus on.
What experiences can you design
that will accentuate the deficiency
you want to address? For example, if
you want to focus on perseverance,
you can begin by giving them a task
that is tempting to give up on, but is
solvable with time and effort.

4. The FAQ mentioned that it is

possible to coconstruct rubrics
for producibles. What kind of
producibles do you use that you
would like your students to get better
at? What would the exemplars look
like?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 13: HOW WE USE FORMATIVE ASSESSMENT
IN A THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 13, reflect on the
Reading Read You Read ways you use formative assessment and why
you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. What does formative assessment mean to you?

2. Formative and inform both come from the same root word
conformare (Latin). Who does your formative assessment
inform—who does it serve? What does it inform them
about—what does it serve?

3. Has the way you use formative assessment changed

over time? If so, why—what happened that prompted the
change?

4. Does the way you currently use formative assessment

encourage or inhibit thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 13: How We Use Formative Assessment in a
Thinking Classroom.

THOUGHTS ON CHAPTER 13: HOW WE USE FORMATIVE ASSESSMENT

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 13, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. If an assessment instrument does not

communicate to students where they
are and where they are going, then
who does that instrument serve?

2. Can you think of ways in which

you have previously received, or
given, feedback that does not help
a learner understand where they
are and where they are going? If so,
what information did the feedback
communicate?

3. Can you think of ways in which your

feedback has ever been encrypted
in a way that obfuscates where
students are and where they are
going?

4. Can you think of other ways in which

you can help students understand
where they are and where they are
going?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 14: HOW WE GRADE IN
A THINKING CLASSROOM

Before Reading:
Before As You After
Before reading Chapter 14, reflect on the ways
Reading Read You Read you grade and why you do so.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. What is a grade on a report card supposed to be a

measure of?

2. Do you think your grading practice is fair? How do

you know?

3. Can you think of instances where the grade your evaluation

practice produced did not match with your judgement of
what a specific student deserved? Did you change the
grade? Whether you did or did not, what does that say
about your judgement? What does that say about your
evaluation practice?

4. Has the way you grade changed over time? If so, why—
what happened that prompted the change?

5. Does the way you currently grade encourage or inhibit

thinking?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After
Use the following chart to record your notes about
Reading Read You Read Chapter 14: How We Grade in a Thinking Classroom.

THOUGHTS ON CHAPTER 14: HOW WE GRADE

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 14, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. The FAQ distinguished between

grade inflation and grade deflation.
Which do you think is the bigger
problem?

2. In this chapter, you saw an example

of a two-headed monster that exists
in some jurisdictions. When it comes
to grading, all jurisdictions have a
two-headed monster of some kind.
What are the two-headed monsters
you have to live with?

3. Can you think of some ways in which

you could introduce collaborative
testing into your assessment
routines?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
CHAPTER 15: PULLING THE 14 PRACTICES TOGETHER TO BUILD A
THINKING CLASSROOM

Before Reading:
Before As You After Before reading Chapter 15, reflect on what
Reading Read You Read you have read in the book so far and how the
14 thinking practices may be brought together.

PREREADING QUESTIONS MY THOUGHTS AND QUESTIONS

1. Which of the 14 thinking practices do you think will have

the biggest impact on transforming your classroom into a
thinking classroom?

2. Which of the 14 thinking practices do you think will send the

strongest message to students that thinking is an expected
behavior in your classroom?

3. What do you think a typical lesson in a thinking classroom

looks like?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
As You Read:
Before As You After Use the following chart to record your notes about
Reading Read You Read Chapter 15: Pulling the 14 Practices Together to Build a
Thinking Classroom.

THOUGHTS ON CHAPTER 15: PULLING THE 14 PRACTICES TOGETHER TO BUILD

Reading Notes Page I have already been I’d like to try . . . I am worried about . . .
thinking about (or doing)
this.

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.
After You Read:

After you have read Chapter 15, use the following chart
to help organize your discussion. In the first column list
Before As You After the things you wish to discuss with the group—some
Reading Read You Read possible questions are already listed. In the second
column record the things you learn from the group.
And in the third column detail the things you are keen
to try in your classroom in the future.

DISCUSSING LEARNING TRYING

1. What are some different ways to split

a thinking classroom lesson across
two lessons?

2. In this chapter, you read about

the classroom as a system and
how systems defend themselves
against change. Can you think of a
time where you tried to introduce
something that the system defended
itself against?

3. If the best time to introduce

something new to a system is in the
first week of school, what do you
want the start of your next school
year to look like?

Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, Grades K-12 by Peter Liljedahl. Copyright © 2021 by Corwin Press, Inc.
All rights reserved.