Building Thinking Classrooms Quotes

Meeting people whose life trajectories were so different from my own enlarged my way of thinking. Outside the school, arguments over refugees were raging, but the time I had spent inside the building showed me that those conversations were based on phantasms. People were debating their own fears. What I had witnessed taking place inside this school every day revealed the rhetoric for what it was: more propaganda than fact. Donald Trump appeared to believe his own assertions, but I hoped that in the years to come, more people would be able to recognize refugees for who they really were--simply the most vulnerable people on earth.

Different types of thinking provide strengths in one area and deficits in another. My thinking is slower but it may be more accurate. Faster thinking would be helpful in social situations, but slower, careful thought would enhance production of art or building mechanical devices. Rapidly delivered verbal information is even more challenging for object-visual thinkers like me. Standup comedians often move too quickly through their routines for me to process. By the time I have visualized the first joke, the comedian has already launched two more. I get lost when verbal information is presented too fast. Imagine how a student who is a visual thinker feels in a classroom where a teacher is talking fast to get through a lesson.

Listening and questioning are the basis for positive classroom interactions that can in turn shape meaningful collaboration, which can then build a culture of thinking. At the heart of these two practices lies a respect for and interest in students' thinking.

Within a year, possibly by next fall," he was saying, "something that has never before been done, will be done. NASA will be sending men to the moon. Think of that. Men who were once in classrooms like this one will leave their footprints on the lunar surface." He paused. I leaned in close against the wall so I could hear him. "That is why you are sitting here tonight, and why you will be coming here in the months ahead. You come to dream dreams. You come to build fantastic castles up in the air. And you come to learn how to build the foundations that make those castles real. When the men who will command that mission were boys your age, no one knew. But in a few months, that's what will happen. So, twenty years from now, what will people say of you? 'No one knew then that this kid Washington Irving High School would grow up to do'...what? What castle will you build?

I talk about my feeling of living with one foot in madness, the distortions of reality, the fog that descends at certain moments, unsettling as amnesia. (What am I doing in this classroom? Why, in this mirror, does my face look so weird? I wrote that? What could I have meant?) I talk about how, no matter how much I sleep, I’m exhausted. About the number of times I bump into something, or drop something, or trip over my own feet. Stepping off the curb into the path of a car that would have struck me if someone standing by hadn’t jerked me back. The days when I don’t eat, the days when I eat nothing but junk. Absurd fears: What if there’s a gas leak and the building blows up? Losing or misplacing stuff. Forgetting to do my taxes. These are all symptoms of bereavement, the therapist tells me unnecessarily. Doctor Obvious. But you know, Apollo, I say after my fourth or fifth session, I think I really am beginning to feel a little better. •

We have the ability to build genuine rest and refueling into our schedule. We don’t want our kids to think living completely burnt out is healthy either.

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

Thinking is a necessary precursor to learning, and if students are not thinking, they are not learning.

The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is filled with numerous art lessons for beginner artists. A self-motivated individual will likely find this an appealing way to learn art, though I think teachers might consider this useful in middle and high school classrooms as well. Seventeen different lessons are presented in this book, and each one builds on the other, helping to lay a strong art foundation. You could buy different art books that may have some or most of these lessons, though I’ve not seen any that provide the sort of succinct and precise approach that this one does. Each lesson is carefully thought out and needs to be practiced by the reader. The text is packed to the brim with information essential to succeed in art. That’s what makes this book so valuable. The lessons are intended to be learned by the budding artist, and so some may take days (or longer) to complete until the user masters the skill. The important thing is not to be in a hurry while working your way through this book. You might want to buy a sketchbook to go along with this, so you can keep your artwork in one place. You might also want to purchase a copy of this book for a friend, so you can practice your art skills together. After teaching art in school for 16 years (grades K-12), I fully understand how The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is an essential tool for those beginning in art. If you are serious about learning this fascinating subject, then this book is for you. This is an outstanding piece of work.

If the challenge is going to build resilience, it has to be moderate—just right. Finding the “just right” is a major issue with children who have had trauma. Remember, they frequently live in a persistent state of fear. And fear shuts down parts of the cortex—the thinking part of the brain. In a classroom, what may seem to be a moderate, developmentally appropriate challenge for many children may be an overwhelming demand on a child with a sensitized stress response

Meeting people whose life trajectories were so different from my own enlarged my way of thinking. Outside the school, arguments over refugees were raging, but the time I had spent inside this building showed me that those conversations were based on phantasms. People were debating their own fears. What I had witnessed taking place inside this school every day revealed the rhetoric for what it was: more propaganda than fact. Donald Trump appeared to believe his own assertions, but I hoped that in the years to come, more people would be able to recognize refugees for who they really were: simply the most vulnerable people on earth. Inside this school, where the reality of refugee resettlement was enacted every day, it was plain to see that seeking a new home took tremendous courage. And receiving those who had been displaced involved tremendous generosity. That’s what refugee resettlement was, I decided. Acts of courage met by acts of generosity. Despite how fear-based the national conversation had turned, there was nothing scary about what was happening at South. Getting to know the newcomer students had deepened my own life, and watching Mr. Williams work with all twenty-two of them at once with so much grace, dexterity, sensitivity, and affection had provided me with daily inspiration. I would even say that spending a year in room 142 had allowed me to witness something as close to holy as I’ve seen take place between human beings. I could only wish that in time, more people would be able to look past their fear of the stranger and experience the wonder of getting to know people from other parts of the globe. For as far as I could tell, the world was not going to stop producing refugees. The plain, irreducible fact of good people being made nomad by the millions through all the kinds of horror this world could produce seemed likely to prove the central moral challenge of our times. How did we want to meet that challenge? We could fill our hearts with fear or with hope. And the choice would affect more than just our own dispositions, for in choosing which seeds to sow, we would dictate the type of harvest. Surely the only harvest worth cultivating was the one Mr. Williams had been seeking: greater fluency, better understanding.

Talking,” as he called it, leading conversations for adults on the spiritual topics that had gotten him into trouble in the classroom—and getting paid for it. Margaret determined to try the same with a class of adult women in Boston. Her aim was more practical than spiritual, however: to “ascertain what pursuits are best suited to us in our time and state of society, and how we may make best use of our means for building up the life of thought upon the life of action,” as she wrote in a letter to Sophia Ripley, proposing a series of weekly “Conversations” to begin in the fall of 1839 and continue through the spring, if interest remained strong. She asked both Sophia Ripley and Elizabeth Peabody to help her gather a “circle” of women “desirous to answer the great questions. What were we born to do? How shall we do it?” Too often, Margaret observed, thinking perhaps of her mother or the aged women in the Groton cabin, it is only when “their best years are

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

Furniture is an enduring institutional norm, and we wanted to see what would happen if we upended it. I learned three things from this experiment. First, student thinking increased—and radically so.

Practicing reading strategies ad nauseam doesn’t confer any particular advantage. Data are hard to find on just how much time is spent in practice on “finding the main idea,” “determining the author’s purpose” and other such strategies in the average classroom. “But whatever the proportion of time, much of it is wasted, at least if educators think it’s improving comprehension.,” Willingham writes, this wasted time “represents a significant opportunity cost.” Why? Because building reading instruction around strategies “makes reading really boring” Willingham

When students become empowered to ask questions and seek out answers, everything changes, and you cannot—and should not—think that you can leave inquiry at the classroom door. When teachers see themselves as learners and researchers and planners, they will question traditions and policies. And as a community, everyone has to learn how to bring these ideas to bear to make the school whole. We must understand that this is what is

Opportunities to Build Valuable Skills Case discussions present students with the opportunity to improve their ability to speak publicly, think on their feet, and improve their problem-solving and pattern-matching skills. While being forced to use these skills will provoke anxiety for many students, they will also have an opportunity to get past that anxiety and build skills that will help them succeed in both their academic and work careers. It is easy to draw direct parallels for students between the skills employed in a case discussion and those needed in a job interview or in their careers. After all, isn’t it better to fail and learn in the simulated environment of a classroom, than make your first fumbling mistakes with real money and your job on the line?

Rich Crandall, who directs the K–12 Lab, says a key to successful implementation of design thinking is to build ownership from the ground up. “It’s important that design thinking doesn’t feel like an add-on or an extra thing that teachers have to do,” he says. When teachers come to the idea willingly and see how it connects to what they are already doing in the classroom, they’re more likely to invest the time and effort to learn new processes and strategies for working with students.

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

It turns out that almost any curriculum tasks can be turned from a mimicking task to a thinking task by following this same formulation—begin by asking a question that is review of prior knowledge; then ask a question that is an extension of that prior knowledge.

For a curricular task to generate thinking, it should be asked before students have been shown how to solve it. Does this mean the task should come right at the beginning of the lesson? Yes. In Chapter 6 I will more thoroughly discuss how important this turned out to be. In the meantime, suffice it to say that thinking tasks should be asked in the first five minutes from the time you begin the lesson.

I think the purpose of team-building is that it’s cooperative and everyone approaches it with an open mind and a good outlook, thereby keeping up morale,” he says meaningfully, dipping his chin and lifting his brows. “I suppose we could take turns picking said activity if that would help? I’d be happy to visit your coven, write up surveys, stand outside of Kindergarten classrooms with signs telling them that Santa’s a hoax and your mom decapitated your Elf on the Shelf … Throw M&M’s at them while they cry. You know, whatever it is that you like to do for fun.

In an experiment she conducted while still a graduate student, Cheryan commandeered space in Stanford’s Gates Computer Science Building, creating what she called a “stereotypical” classroom and a “non-stereotypical” classroom. The stereotypical classroom was filled with soda cans, books of science-fiction fantasy, and Star Trek and Star Wars posters. The non-stereotypical classroom featured accoutrements like nature posters, literary novels, and bottles of water. After spending time in each room, undergraduates were surveyed about how interested they were in computer science and how well they thought they would perform in that discipline. Following a few minutes in the stereotypical room, male students reported a high level of interest in pursuing computer science; female students indicated much less interest than their male counterparts. But after they spent time in the non-stereotypical room, women’s interest in computer science increased markedly—actually exceeding that of the men. Subsequent research by Cheryan has found that women exposed to a non-stereotypical classroom are more likely to predict that they will perform well in computer science courses, whereas men tend to predict that they will succeed regardless of which room they encounter. That’s important, says Cheryan, because “we know from past work in psychology that how well you expect to do in a certain environment can determine how you actually perform.

When students who got help from a tutor or parent were asked how they would do if a pop quiz based on the homework were given, 90% of the students said they would fail. So, what did they get help with? They got help with getting the homework done—not with learning.

In these perfectly organized classrooms, the physical spaces in which they are being asked to think is incommensurate with the messiness of thinking. This is a problem. On the other hand, thinking should not be completely unstructured. It needs elements of representation and organization for patterns to begin to emerge. Therefore, overly chaotic spaces are not the answer either.

The only questions that should be answered in a thinking classroom are the small percentage (10%) that are keep-thinking questions.

Instead of walking away when a proximity or stop-thinking question is being asked, we would instead look at the student and smile as they asked their question. Then we would walk away.

I’m not going to answer that question”. Then tell them why— “Me telling you that it is right is worth almost nothing. If you can tell me that it is right, however, that is worth everything.” And, then tell them that you have confidence in them—“And I believe that you will be able to tell me if this is the right answer. So, keep going.” In some instances, you may wish to couple this with a hint (see Chapter 9).

Romano could do with hearing. He’s arrived at the class thinking that for his work to be authentic he needs to personally construct every single aspect from scratch. It’s as if he’s tempted to don some snorkeling gear, collect mussels, and extract the L-DOPA himself. He doesn’t realize that science is a discipline that constantly and necessarily builds on pre-existing work—which doesn’t in any way undermine ingenuity and new discoveries.

It's as if every classroom has its own pied piper luring children away from their parents, from their own desires—from whatever they'd known to be true before entering that school building. Who gave them the right to access our minds? Why did they think they had that authority? We were innocent children!

[My school] feels like a prison, to tell you the truth. ’Cuz you have to stay in the classroom, use the bathroom when they tell us, eat lunch when they tell us, it’s like a jail…. That’s why kids act bad. They feel like they trapped in here.[20] Dewayne’s observation echoes a point made by Foucault in his classic Discipline and Punish: The Birth of the Prison, which you’ll remember from chapter 4. Through practices like those Dewayne describes, the human being becomes less a spirit animated by agency and more a “body as object and target of power,” a thing to be “manipulated, shaped, trained, which obeys [and] responds.”[21] In his everyday interactions in the building, Dewayne is reminded that his body is not his own. Necessary human functions like eating and using the bathroom can only be conducted with the approval and surveillance of those in a position of authority. Through these efforts, students are transformed into what Foucault calls “docile bodies”—bodies that can be “subjected, used, transformed, and improved” in ways that are endorsed by those in power. This process requires “uninterrupted, constant coercion, supervising the processes of the activity rather than its result”—think of students completing meaningless busywork where the quality of the outcome is of no consequence, only the fact that they are sitting still and doing it—“and is exercised according to a codification that partitions as closely as possible time, space, movement.”[22]

Nothing came close to being as effective as giving the task verbally.

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.

There are three things to notice in this dialogue. The task is not given until the groundwork has been presented. The groundwork in no way reduces the thinking that the students will have to do. If a student walks into class late and looks at the board, they will have no clue what the task is.

In summary, the results showed that giving tasks verbally produced more thinking—sooner and deeper—and generated fewer questions at every grade level, in every context, and even in classes with high populations of English language learners. That is, there was no context in which giving a task verbally led students to perform worse than giving it textually—whether on a board, on a worksheet, or in a textbook/workbook.

Another change in practice was that answers needed to be provided at the same time as the questions were given.

The use of words such as opportunity are helpful—and the use of words like practice and assignment are not.

rather than being the source of knowledge in the room, teachers were working to mobilize the knowledge already in the room. That is, they were being deliberately less helpful.

Homework is not working. Students are doing it, if at all, for the wrong reason (marks) and the wrong person (their teacher or their parents). And those who are doing it for the right reasons (to check their understanding) and for the right person (for themselves) are mimicking.

when the terminology of practice was used, it increased the perception that mimicking was what students were meant to be doing and, as a result, increased mimicking behavior. And, as discussed, mimicking has limitations and is antithetical to the kind of thinking behaviors that thinking classrooms are trying to foster.

we stopped calling it homework and started calling it check-your-understanding questions.

We stopped calling it homework and started calling it check-your-understanding questions. This had an immediate effect on students.

the questions could not be marked. They couldn’t even be checked. In fact, there can be no overt actions on the part of the teacher to enforce that the questions are being done—either positively or punitively.

It turns out that when students walk into a classroom that looks like every other classroom they walk into, they assume that the lesson is going to go like every other lesson they have been part of. And, therefore, they bring all of their habits and studenting norms into the room with them.

Problem solving is what we do when we don’t know what to do.

Problem-solving tasks are often called non-routine tasks because they require students to invoke their knowledge in ways that have not been routinized. Once routinization happens, students are mimicking rather than thinking—or as Lithner (2008) calls it, being imitative rather than creative.

what makes a task a good problem-solving task is not what it is, but what it does. And what they do is make students think.

Once a word problem is decoded, the mathematics is often trivial, procedural, and analogous to the mathematics that was taught that day. This is not true of rich problem-solving tasks. Whereas rich tasks get students to think at the expense of meeting curriculum goals, word problems more predictably and reliably push students to use specific bits of learned knowledge—but often at the expense of engagement and the thinking that we need to foster in our students.

begin by asking a question that is review of prior knowledge; then ask a question that is an extension of that prior knowledge.

to get students thinking about curriculum tasks, they need to first be primed to do so using non-curricular tasks. Nothing in my research has shown a way to avoid this. You have to go slow to go fast.

Mimicking is an addiction that is easily acquired at lower grades and difficult to give up at higher grades.

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.

thinking tasks should be asked in the first five minutes from the time you begin the lesson.

Knowledge mobility takes one of three forms: (1) members of a group going out to other groups to borrow an idea to bring back to their group, (2) members of a group going out to compare their answer to other answers, or (3) two (or more) groups coming together to debate different solutions. Or, like it did for Idris’s group, it takes on a combination of these forms.

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.

When students are sitting, they feel anonymous. And when students feel anonymous, they are more likely to disengage.

Having students standing immediately takes away that sense of anonymity and, with it, the conscious and unconscious pull away from the tasks at hand.

using vertical whiteboards is enhanced by each group having only one marker.

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