Using Rubrics to Inform and Support Learning Outcomes
How are students graded in a thinking classroom? Peter Liljedahl works with teachers to create a rubric that provides feedback on specific skills and the learning path in addition to providing a grade for the unit of study. This rubric structure emphasizes learning outcomes rather than just earning points.
Thinking Classrooms and Consolidation and Feedback
How do you make sure students are thinking deeply to integrate new knowledge and growing academically? Peter Liljedahl discusses a process of consolidation and feedback that he and the teachers he worked with found effective for just this purpose. Read the blog to find out more.
Using Thinking Task To Build Autonomy In Students
One problem teachers face is how to build independent, thinking students. Students who don’t give up easily and can persist through a challenge. Thinking tasks are a strategy that can help build a thinking community in the classroom. Read on to learn more.
The How, The When, The Where of Assigning Thinking Tasks
How, when, where teachers assign problems or thinking task matters. Choosing the optimal time and providing the context of the problem are key to helping students organize their thinking and engage in the learning process. In this blog, I review Peter Liljedahl’s research on the how, the when and the where. Read on to find out more.
Thinking Classrooms and Classroom Layout
How furniture is arranged in the classroom can impact student engagement and learning. Peter Liljedahl investigated this impact on students’ expectations, thinking, and behaviors in his book, Building Thinking Classrooms in Mathematics.