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Teachers demonstrate 'Building Thinking Classrooms' approach in elementary math
Summary
Jennifer Jordan (presenter) and Sarah Black (teacher) described their classroom shift to student‑centered math tasks: randomized groups of three, vertical whiteboard work, gallery walks and teacher facilitation to promote peer instruction and productive struggle.
At the meeting, Jennifer Jordan (introduced by the Chair) and Sarah Black (speaker S2) gave a classroom demonstration and progress report on the 'Building Thinking Classrooms' approach they have implemented in elementary math.
Sarah Black described the method as student‑centered learning that places students in randomized groups of three to work on vertical, non‑permanent surfaces and task cards. "I am no longer in charge. They are in charge of their own learning," Sarah Black said, explaining that the teacher’s role shifts to facilitator and that students develop group norms, rotate roles and learn to explain strategies to peers.
Jennifer Jordan and Sarah Black showed examples of student work and described gallery walks where groups circulate to review each other’s solutions. The teachers said the approach supports critical thinking, increases student participation and has produced concrete results in classroom engagement; one teacher reported a reluctant learner becoming a group leader and improving on a recent test.
The board thanked the presenters and accepted their invitation to visit classrooms to observe the approach in practice.
