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Peter Liljedahl
More books by Peter Liljedahl…
“produced better results across almost all variables than if the students worked on flipchart paper—irrespective of whether they were standing or sitting. The data also show that across almost all variables, any alternate workspace produced better results than having students work through thinking tasks in their notebooks while sitting at their desks.”
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
“mimicking tends to create short-term success without the long-term learning that allows students to make connections with other topics in the same and subsequent grades. So they do not develop the web of connections that helps them understand mathematics.”
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
“Whereas the essence of the task is given verbally, the details of the task—quantities, measurements, geometric shapes, data, long algebraic expressions, et cetera—are written on the board as the teacher speaks. Verbal instructions are not meant to be about the students having to remember details, it is about having them hear the nature of the question. Likewise, verbal instructions are not about reading out a task verbatim. Rather, they are about unwinding the task through narrative, discussion, dialogue, and potentially working through a model of what is being asked with the students.”
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
― Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
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