BTC Chapters 1-3

What is the primary purpose of using visibly random groups in a Thinking Classroom?

• To save the teacher time in planning

• To create novelty and surprise

• To build equity and reduce social status issues

• To ensure students aren't working just with friends

Why is it important that groupings are visible to students?

• So students can guess who they'll be with next

• So teachers don't have to keep track of who is in what group

• To reduce the pressure students feel about performance

• To build trust in the fairness of the process

Peter recommends changing random groups how frequently?

• Every day

• Once a week

• Every unit

• Only when necessary for behavior management

Which of the following is a reason VNPSs are more effective than desk work for student thinking?

• Students are more physically and cognitively engaged

• Students are quieter and more focused

• Teachers can display anchor charts more easily

• They allow for more individual work time

How do non-permanent surfaces (e.g. whiteboards) affect student behavior?

• Students spend more time making their work neat

• Students take more risks because mistakes can be easily erased

• Students avoid working on them

• Students become less willing to collaborate

Why is vertical positioning important on VNPSs?

• It helps students stretch and exercise

• It makes student thinking visible to the teacher and peers

• It limits distractions

• It's easier to clean up at the end of class

Which of the following describes a "good task" in a Thinking Classroom?

• A task with only 1 correct answer

• A task that reviews previous day's homework

• A task that promotes thinking and allows multiple entry points

• A problem that can be solved quickly with a formula

Why should early tasks be low-floor/high-ceiling?

• So all students can engage and extend their thinking

• So teachers can assess prior knowledge

• So students get the correct answer faster

• So the class finishes at the same time

How do students behave when they are truly engaged in thinking?

• They sit quietly and wait for the teacher

• They rush to finish first

• They copy from others to avoid being wrong

• They talk, move, try ideas, and make mistakes

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

What impact does task selection have on group work?

• None, as long as the groups are random

• The right task can spark collaboration and momentum

• Harder tasks produce better results

• It depends soley on the group members' abilities

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1