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For Thinking Classrooms to be effective, how often would you implement per week?

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For Thinking Classrooms to be effective, how often would you implement per week?

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Can you speak to how to ensure access points for students in an inclusive High School classroom.

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How do you support teachers on developing thinking tasks? Is there a checklist to support teachers in developing thinking tasks? 

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How do you support teachers on developing thinking tasks? Is there a checklist to support teachers in developing thinking tasks? 

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What do you do with student that refuse to collaborate? They are anxious and want to work alone?

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What do you do with student that refuse to collaborate? They are anxious and want to work alone?

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Students who require specific interventions/accommodations ( ie short term memory deficits) might need more than verbal prompts? How do we provide this? As a group or individually?

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How can we accommodate students with mobility concerns? Do we stand and sit? Or all sit?

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How can we accommodate students with mobility concerns? Do we stand and sit? Or all sit?

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How do you continue a rich task/ collaborative discussion when you run out of time and want to restart it the next day or after recess?

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What’s next? What happens after a BTC activity?

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Latest thoughts on assessment practices while using thinking classrooms?

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Where are you at with not talking when you have the marker and are recording?

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What happens if a student is not demonstrating growth/thinking with this approach? What are some strategies (I.e. small group instruction to repeat a skill, etc.)?

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What happens if a student is not demonstrating growth/thinking with this approach? What are some strategies (I.e. small group instruction to repeat a skill, etc.)?

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How often would you use vertical surfaces (in a day? in a week? to create balance in a classroom?

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How do you physically organize the space for consideration so students can view selected boards, contribute to conversation and stay engaged ?

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Is there space for individual work?

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How would you structure this on a weekly basis? Would you use this approach every day?

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How would this be structured in early years?

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How can we use BTC task to inform assessment without students getting a sema that they are beim evaluated?

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How do we measure growth or engagement for students who are nonverbal, MLS, or who express/communicate in a non-verbal way (different cultural competencies and approaches)?

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How do you think of task that dont have any "right" answer?

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How cab we include strategies for ML learners or students who struggle with oral communication?

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Can you comment on how we might differentiate a thinning classroom for neurodivergent learners?

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Everything centering around assessment

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How to scaffold for language with MLS?

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What do we do if 2 of the 3 students exclude 1?

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What do we do if 2 of the 3 students exclude 1?

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What can it look like when they aren’t writing

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How do get central staff on board with using the Thinking Classroom model when delivering PD?

How do we address "instant barriers":  materials in the classroom, release for PD that supports implements?

How do we support teachers less familiar with content to effectively assess / to name?

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I’m what ways are you incorporating an Indigenous perspective into the thinking classroom?

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The word research has been stated regarding building teacher efficacy but no citation to peer reviewed research has been shared.

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How can you help teachers see the benefit of Thinking Classroom? If you have done everything in your power to model, introduce resources, design rich tasks….

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Balancing structure and explicit instruction w/ thinking 

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Balancing structure and explicit instruction w/ thinking 

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Explicit instruction is required for students to learn foundational skills in reading. What is the balance?

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Living with Animals: Ojibwe Spirit Powers, by Michael Pomedli

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Living with Animals: Ojibwe Spirit Powers, by Michael Pomedli

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The Circle of Turtle Lodge, from Anishnabe 101: The basics of what you need to know to begin your journey on the Red Road.

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The Circle of Turtle Lodge, from Anishnabe 101: The basics of what you need to know to begin your journey on the Red Road.

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Suzanne Keeptwo, from We All Go Back to the Land: The Who, Why, and How of Land Acknowledgements.

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Suzanne Keeptwo, from We All Go Back to the Land: The Who, Why, and How of Land Acknowledgements.