Change Initiative - Module 3

Planting Seeds of Thought:

Cultivating Critical Thinking in Classrooms

By: Olivia Nealis

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Introduction...

Initiative: Transform mathematics instruction in classrooms by shifting the emphasis from teacher-led lectures to student-centered learning in order to cultivate critical thinking, problem-solving abilities, and a deeper conceptual understanding of mathematics among our students.

In short, MAKING STUDENTS THINK!

Focus

Bringing thinking back into classrooms without fear of failure.

"The first was the realization that at no point in the three days of observation had I seen Jane’s students do any thinking—at least not the kind of thinking that we know students need to do to continue to be successful in mathematics in future grades. This is not to say that there was no activity. There was lots of activity—the students were busy from the beginning of class to the end. They were taking notes, answering questions, filling in worksheets, and starting on their homework. They were busy. They just weren’t thinking."

- Building Thinking Classrooms in Math (p.4)

Building Thinking Classrooms...

14 Principals

- Begin with problems/tasks - Visibly Random Groups - Vertical non-permanent surfaces - Oral instructions - Defront the room - Answering questions - Meaningful notes - Build autonomy - Hints & extensions - Level to the bottom - Check understanding - Formative assessment - Summative assessment - Reporting

School Vision & Mission...

"FAIL FORWARD"

Our mission encourages students not to fear failure but to view it as a stepping stone toward success. Through this change initiative, we empower students to explore mathematical concepts independently, ask questions fearlessly, and collaborate with their peers in solving complex problems.

Rationale

Mimicking is not THINKING!

Why make the change?

Students are not thinking anymore. Traditional mathematics instruction often prioritizes memorization and procedural knowledge over conceptual understanding and critical thinking. This approach can hinder students' abilities to apply mathematical concepts to real-world problems and adapt to complex mathematical challenges. To address this issue, I propose a shift towards student-centered learning, where students actively engage with mathematical concepts, collaborate with peers, and explore multiple problem-solving strategies.

Teacher - Centered vs Student - Centered

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What happens when Classrooms meet High Order Thinking?

This Ted Talk dives into sparking a fire in students. Dylan Hyman discusses how higher order thinking questions need to be implemented into classrooms because curriculum misses the big picture. [0:00-4:22]

Evidence...

"...I was looking for thinking behavior as opposed to mimicking behavior. The baseline data showed that in a typical lesson...approximately 20% of students spend approximately 20% of the lesson thinking. The other 80% of the students spend zero time thinking." (Liljedahl et al. 2021, p. 3)

Supporters, the Uncommitted, and the non-supporters

Which side will you stand on?

Identifying...

1. Observation and Feedback: Observe staff members during meetings, workshops, and classroom sessions. Identify individuals who actively discuss innovative teaching methods and show enthusiasm for change. 2. Survey and Interest Forms: Administer surveys or interest forms to gauge staff interest in educational innovations. Use the responses to identify passionate individuals keen on embracing change. 3. Recommendation from Peers: Encourage staff to recommend colleagues who demonstrate leadership potential and an openness to new teaching methodologies.

Supporters...

Math Teachers

The math teachers who believe in hands on learning, instead of lecturing for the entire class.

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Empowering the Change

1. Leadership Training Workshops
1. Leadership Skills
2. Change Management Education
2. Clear Vision and Expectations
1. Defing and Set Expectations.
3. Collaborative Planning Sessions
1. Brainstorming Workshops
2. Action Plan Development

4. Peer Mentorship and Support5. Recognition and Celebration6. Continuous Feedback and Adaptation 7. Professional Development Opportunitiesa. Exclusive Training b. Certifications

About 25% Uncommitted...

Veteran Teachers

Math teachers who have been around for years are typically set in their ways and will not care to participate in such an initiative.

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Convincing the Uncommitted...

1. Casual Conversations: Initiate casual conversations about academic concerns, addressing each point with empathetic understanding. 2. Informal Presentations: Offer informal presentations in staff lounges, showcasing academic papers supporting the initiative’s academic underpinnings. 3. Teacher Experiences: Encourage informal talks by teachers who have seen academic improvements, highlighting how the initiative positively impacts academic outcomes. 4. Collaborative Research: Facilitate informal research collaborations, inviting skeptics to participate in jointly exploring academic studies validating the approach. 5. Academic Book Club: Form an academic book club focusing on texts related to innovative teaching methods, encouraging open discussions on the initiative.

About 15% Enemies...

Administrators

The administrators may be resistent due to accountability concerns, standardized testing pressure, and resource constraints

Compelling the Non-Supporters...

1. Open Dialogues: Initiate informal academic conversations, allowing resistant staff to express informal objections openly and without pressure. 2. Informal Peer Stories: Encourage informal sharing sessions where peers academically discuss their struggles and eventual successes, emphasizing the informal journey toward acceptance. 3. Informal Demonstrations: Organize informal classroom demonstrations by teachers who have effectively incorporated the initiative, showcasing informal academic improvements. 4. Peer Support Groups: Create informal support groups where staff can informally discuss academic challenges, fostering an environment of mutual academic understanding. 5. Informal Feedback Loops: Establish informal channels for continuous feedback, encouraging staff to informally express academic concerns, ensuring that informal perspectives are valued.

Perseverance

Navigating Transformation with Purpose and Precision

Innovative Academic Leadership

Our Mission Plan

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Strategies

Change Models

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Importance of Building Thinking Classrooms Initiative

Key Points

Commitment to Success

• Transformative Education
• Academic Excellence
• Future-Ready Skills

• Empowering Students
• Holistic Development
• Global Competence

• Dedication
• Collaborative Journey
• Student Impact

References

American College of Education. (2022). EL5033 The Principal’s Role in Creating Successful Schools: Module3 [resource pdf]. Canvas. el5033-presentations-transcript.pdfHeward, W. L., & Twyman, J. S. (2021). Teach More in Less Time: Introduction to the Special Section on Direct Instruction. Behavior Analysis in Practice, 14, 763-765. https://doi.org/10.1007/s40617-021-00639-8Liljedahl, P., Clarke, A., & Morrison, N. (2021). Building Thinking Classrooms: A Conversation With Dr. Peter Liljedahl. Journal of Mathematics Education at Teachers College, 12(1), 1–7. Retrieved from https://journals.library.columbia.edu/index.php/jmetc/article/view/8150Liljedahl, Peter. (2020). Building Thinking Classrooms in Mathematics, Grades K-12 14 Teaching Practices for Enhancing Learning. Thousand Oaks :SAGE Publications, Chicago Liljedahl, Peter. Building Thinking Classrooms in Mathematics, Grades K-12 14 Teaching Practices for Enhancing Learning. Thousand Oaks :SAGE Publications, 2020.Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-Centered versus Student-Centered Teaching. Journal of Effective Teaching in Higher Education, 4(1), 18-39. https://doi.org/10.36021/jethe.v4i1.156Tedx Talks. (2015, March 31). What happns when Classrooms meet Higher Order Thinking \ Dylan Hyman\ TedxAmsterdamED [Video]. YouTube. https://www.youtube.com/watch?v=x2X0Yuks2TESardar, S. (2019). Problem Based Learning: A Student-Centered Approach. English Language Teaching, 12(5), 73-78. https://eric.ed.gov/?id=EJ1212283SFU Faculty of Education. (2017, May 5). 2017 Cmolik Prize Winner - Dr. Peter Liljedahl (Building Thinking Classrooms) [Video]. YouTube. https://www.youtube.com/watch?v=HHTwr1jsB80Sheikh, A. (2019, January 28). Applying Kubler-Ross model “The Five Stages of Grief” to employee separation. LinkedIn.https://www.linkedin.com/pulse/applying-kubler-ross-model-five-stages-grief-employee-arif-sheikh

By carefully identifying potential champions and empowering them through training, clear communication, collaboration, recognition, and continuous support, the school can create a dedicated team of change agents. These champions will lead the initiative effectively and inspire their peers to embrace the change, fostering a culture of innovation and continuous improvement within the school community.

The Eisenhower Decision-Making Matrix

Also known as the Urgen-Important Matrix, the Eisenhower Decision-Making Matrix organizes tasks into four quadrants based on their urgency and importance (American College of Education, 2022). Overall, this matrix helps educators prioritize initiatives effectively. Principals would be able to manage their time efffectively using this framework (American College of Education, 2022).

Teacher-Centered

Direct Instruction

Teacher-centered learning has been a foundational approach in education for a long time. This method has been proven successful in many different cases. Teacher-centered learning uses mostly direct instruction, which is a stron teaching method that breaks down the subject matter, carefully picks and arranges real-life examples, and makes sure students practice until they're a pro (Heward & Twyman, 2021)!

• Provides lots of support and corrections.
• Promotes effective teacher-student communication.
• Emphasizes timely reinforcement and corrective guidance.

Student-Centered Learning

Cooperative and Inquiry-Based Instruction

Student-centered learning relies on students exploring the concepts independently or collaboritvely with peers solving critical thinking problems. Cooperative and Inquiry-based instruction focuses on the students delving into the topic before the teacher conceptualizes it. Student-centered learning has the potential to enhance critical thinking capabilities, problem-solving proficiency, communication skills, and keep you learning forever (Sardar, 2019)!

• Promotes long-term retention.
• Improves reduction in achievement gaps.
• Creates a positive classroom culture and adaptability.

Plan for Leading the Initiative

- Academic Workshops and Seminars - Action Research Projects - Peer Mentoring Circles - Informal Classroom Observations - Professional Development Programs - Assessment and Benchmarking

Continuous engagement, data analysis, professional development, transparent communication, and a resilient mindset are the key drivers in ensuring the initiative's success in the face of evolving educational landscapes

Got an idea?

Let the communication flow!

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• Generate experiences with your content.
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• Make sure your audience remembers the message.

The Kübler-Ross Grief Cycle

Often known as the five stages of grief (denial, anger, bargaining, depression, and acceptance), the Kübler-Ross Grief Cycle explains people's emotional steps when faced with significant loss or change. Through this change initiative, staff may feel attached to previous practices and go through these grief stages when asked to change their beliefs (American College of Education, 2022).

(Sheikh, 2019)