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I know that these are supposed to be engaging, but my students are motivated by totally different things.

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SBIS students enjoy their ALS sessions!

A collaborative approach to learning:)

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It's a group of students learning how together.

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It is a common lesson used to bridge the gap of information. Students like the format of ALS.

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Opportunity to extend learning in engaging and meaningful ways

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I notice that especially students who normally are very disengaged from Edgenuity do much better in ALS - they're more engaged, participating - it plays more to many of heir strengths.

BM

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ALS = Student Engagement (RD)

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Focus on Literacy and Numeracy - understanding especially that the elements of literacy - reading, writing, speaking , listening and language cross over to mathematics and the other disciplines

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Students working together in small groups to accelerate their learning.

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Logistics at JC can be challenging

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An opportunity for student engagement & building positive realtionships w/students.

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Direct instruction meant to engage students. Not directly connected to classes students are taking.

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Students, in general, like the break from Edgenuity.

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It's an opportunity to get students of the computer and have interactive discussions.

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Students desire to make measurable progress towards diploma completion when at the site.

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We, NCIS and SBIS, are doing more this year with the 14 Practices - https://www.buildingthinkingclassrooms.com/about-btc - de-fronting classroom, verticality, focusing on speaking and listening. The 14 Practices work across disciplines, not only math.

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Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?

Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

First published in 2020 as the book Building Thinking Classrooms in Mathematics, the BTC model has become a global phenomenon. Educators around the world-from the United States and Canada to Norway to Japan-are finding that when implementing these 14 practices-even if in incrementally over time-their students have become more engaged and more excited to learn mathematics.

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About BTC | Building Thinking Classrooms

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Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?