Peter Liljedahl

Many of our institutional norms are causing “studenting” behavior that stifles thinking. Dr. Peter Liljedahl’s research aims to disrupt this behavior through “contrarian experimental methodology” and he has discovered 14 practices that liberate thinking in the classroom. Though his research took place in Mathematics, his findings are applicable for any educator that wants to tap into the emotional experience through story and teach with integrity to their values. Show Notes: Peter’s love for teaching has been transferred to teaching teachers. (6:55) Unpacking what is meant by “studenting” behaviour. (8:25) Research as contrarian experimental methodology. (13:53) Being cavalier with curriculum to nurture problem-solving. (19:50) The role of storytelling in a thinking classroom. (25:00) Rewriting each student’s story through the emotional experience in Math. (31:20) The dominance of the noun over the verb of education. (33:00) We evaluate what we value. (33:55) Rethinking rubrics to enhance their ability to offer feedback to students. (39:15) Shifting homework from a highly monitored compliance task to an optional check for understanding. (42:10) The foundational practice in a thinking classroom. (51:00) Living into the verb of education. (57:50) View full show notes here! Peter on Twitter: @pgliljedahl Email the Podcast: hello@educrushpod.com Podcast on Twitter: @educrushpod Natalie on Twitter: @natabasso Podcast on Instagram: @educrushpod Podcast Website: www.educrushpod.com 

EPISODE DESCRIPTIONGo big or stay home! This is definitely true for us as we hosted our very first guest, none other than Dr. Peter Liljedahl, author of Building Thinking Classrooms. We talk to Peter about his research on Building Thinking Classrooms and how this framework transforms learning environments.  Peter describes what a Thinking Classroom looks like and sounds like and the impact these research-based practices have on students. SHOW NOTESBuilding Thinking Classrooms in Mathematics BookBuilding Thinking Classrooms in Mathematics WebsitePeter Liljedahl Twitter#ThinkingclassroomLisa Lunney Borden TwitterJo Boaler TwitterDan Meyer TwitterJon Orr Twitter Kyle Pearce TwitterNat Banting TwitterAlex Overwijk TwitterWill Dunn TwitterJaime De Pippo TwitterAlicia Burdess TwitterJimmy Pai TwitterSara VanDerWerf TwitterJordan Rappaport TwitterLaura Wheeler TwitterDave Martin TwitterPODCAST DESCRIPTIONJoin us, Kirk Keating and Michelle McCarron, as we add to the equation to share with you what teaching and learning mathematics sounds like. With inspiration from our math hero’s, we are echoing some important messages about teaching and learning mathematics.  We want to invite you to learn alongside us in our math journey so that we can all grow as math learners. We interview some of our math hero's and take a deep and reflective dive towards creating the best learning environment possible for our students with lots of learning along the way. If you are interested in teaching and learning mathematics then this podcast is for you.

In episode 16, host Desiree Harrison talks with researcher and author Peter Liljedahl  about his new book - Building Thinking Classrooms in Mathematics Grades K-12: 14 Teaching Practices for Enhancing Learning (2020) - which focuses on unpacking practices that promote growth, community, engagement, and positive mathematical identities in order to promote student centered classrooms.Support the show (https://paypal.me/kidsmathtalk?locale.x=en_US)

In this episode we speak with the godfather of the Thinking Classroom Peter Liljedahl. We spoke with Peter way back on episode 21 of the podcast about how he built the components of the thinking classroom and we needed to bring him back on because we only got through a fraction of what we needed to!  If you haven’t listened yet to Episode 21 we strongly encourage you to push pause on this one and head over there to give it a listen. But once you’re done listening there you’ll be itching to get back to listening to this one.  Stick around because as always Peter drops some classroom move knowledge bombs! In particular he shares why groups of 3 are better than groups of 2 in your math class; how to choose a task to fit the environment instead of modifying your environment to fit the task; 4 practices that help move group synergy work to an individual knowing; and, why “descriptions” of effective teaching strategies shouldn’t necessarily lead to “prescriptions” What you’ll learn:  Why groups of 3 are better than groups of 2 in your math class.  How to choose a task to fit the environment instead of modifying your environment to fit the task.  4 practices that help move group synergy work to an individual knowing.  Why “descriptions” of effective teaching strategies shouldn’t necessarily lead to “prescriptions” Resources: Episode 21: The Thinking Classroom: An Interview with Peter Lijedahl. http://www.peterliljedahl.com/ 5 Practices for Orchestrating Productive Mathematical Discussions [BOOK]  Building Thinking Classrooms [BOOK]Create engagement while fuelling students sense making by using Make Math Moments ready-made lessons and units. Access our vast catalogue of lessons for elementary through high school math classes.Check the catalogue here --> https://makemathmoments.com/tasks/ Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessment

Last week, Dr. Nicki mentioned Peter Liljedahl's research on vertical, non-permanent spaces. That took me on a journey into Peter's work, and after reading all of Peter's work around Thinking Classrooms, I had to invite him to the Modern Learners podcast. Luckily, he made time in his busy schedule before we concluded our math theme.Meet Peter LiljedahlPeter Liljedahl is currently a professor at Simon Fraser University in Vancouver, Canada. He is also the President of the Canadian Mathematics Education Study Group and the International Group for the Psychology of Mathematics Education. He has an extensive body of work that he generously shares at Peterliljedahl.com.Thinking ClassroomsPeter most prevalent work is his research on "Thinking Classrooms." In his forthcoming book, he writes, "a thinking classroom is a classroom that is not only conducive to thinking but also occasions thinking, a space that is inhabited by thinking individuals as well as individuals thinking collectively, learning together, and constructing knowledge and understanding through activity and discussion. It is a space wherein the teacher not only fosters thinking but also expects it, both implicitly and explicitly."Initially, his research indicated nine principles, and the initial publication can be viewed here. However, in the interview, Peter explained that the research has evolved, and there are now 14 principles in the Thinking Classroom. In the podcast we discuss just three. First, we discuss at length collaboration and vertical, non-permanent surfaces. The two compliment and enhance one another. Peter concludes the interview with a brief mention of the random grouping principle. He says the evidence for what random grouping does for classroom community is vast.The Bridge Between Math and Places and SpacesThis podcast episode is the perfect bridge between our MLC themes. We've spent time exploring math through our Modern Learners Lens, and now we're moving into Places and Spaces. Peter does an excellent job in this interview explaining the research behind vertical, non-permanent spaces. He even mentions that he's never seen a classroom not be able to find space or budget to create more vertical, non-permanent spaces once they experience the thinking those spaces naturally produce. The research is clear, and now we just need to make it happen.

In this Math Moment Interview, we talk with Dr. Peter Liljedahl, Professor of mathematics education at Simon Fraser University who has been researching ways to get students to become resilient problem solvers through ideas such as using vertical non-permanent surfaces, visible random groupings, selecting tasks with evolving complexity, and much more...He calls his work The Thinking Classroom. What you will learn: The elements needed to build a thinking classroom. How to build a problem-solving culture in your classroom. Why we need to think critically about the choices we make about our environments and lessons. Why vertical non-permanent surfaces will change your students engagement in math class. How to make effective groups in math class. Show notes: http://makemathmoments.com/episode21 Create engagement while fuelling students sense making by using Make Math Moments ready-made lessons and units. Access our vast catalogue of lessons for elementary through high school math classes.Check the catalogue here --> https://makemathmoments.com/tasks/ Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessment