Special thanks to @john_Scammel for bringing up the research by Peter Liljedahl from Simon Fraser University about Vertical, Non-Permanent Surfaces in math class. I have been using this strategy in my classroom for about 18 months and really notice a difference when it comes to students time to start a task.
Thanks as well to Brenda DelDuca for sharing the PDF file for our reference.
A brief summary:
In this chapter I first introduce the notion of a thinking classroom and then present the results of over ten years of research done on the development and maintenance of thinking classrooms. Using a narrative style I tell the story of how a series of failed experiences in promoting problem solving in the classroom led first to the notion of a thinking classroom and then to a research project designed to find ways to help teacher build such a classroom. Results indicate that there are a number of relatively easy to implement teaching practices that can bypass the normative behaviours of almost any classroom and begin the process of developing a thinking classroom.
Grab the PDF file to read the entire article: Building-Thinking-Classrooms-Feb-14-20151.pdf
Replies
I improvised Vertical, Non-Permanent Surfaces, and made randomly selected groups in front of the students in my science class to day. Results were good enough that I will try it with some problem solving tasks in a math class later on.
I advocate a variety of methods of grouping kids. Similar ability, mixed ability, socially (kids they'll work well with), randomly. Someone took me to task in a session last summer and insisted the only right way to do it was randomly. I remain unconvinced.
It is difficult for anyone to claim one way is the absolute best way to teach, group, present, etc. because there are so many variables.
Some days, I randomly group and it works fabulous. Other days - like today, for instance - it is a total dud.
I think variety is an undervalued variable that we need to leverage more than we do in education.
Hi Jan,
That is great to hear! It definitely does change up the dynamic in my classroom. I try to make time for it as often as possible. Keep us posted on how things go!
Kyle