PULL OUT THE CHALK BOARDS, THE THINKING CLASSROOM: AN INITIATIVE FOR LEADERS TO CONSIDER

  • Kenneth Tuttle Wilhelm

Abstract

Abstract: The present research ventures into the adoption of Liljedahl's thinking classroom model across three divergent disciplines: Grade 7 Science, Grade 9 Social Studies, and Grade 12 Theory of Knowledge. As we plumbed the depths of this pedagogical model, notable components such as the vertical non-permanent surfaces, visibly random groupings, and rich, open tasks took centre stage. Employing a crafted survey with both Likert-scale items and expansive, open-ended prompts, our aim was to interpret students' self-articulated shifts in aspects like engagement, mutual cooperation, problem-solving approaches, attitude towards errors, and reliance on their instructor. Preliminary evidence presages a potential change in classroom dynamics, fostering an atmosphere that encourages investigative endeavours, bolsters peer interaction, and cultivates resilience. For school leaders seeking to usher in innovative pedagogical practices, the thinking classroom model emerges as a beacon of promise. It offers not only a shift in student dynamics but also provides a concrete, adaptable framework for educators. This model's emphasis on fostering autonomy, encouraging exploration, and promoting constructive discussions can serve as an invaluable tool for those leaders envisioning a rejuvenated, student-centric academic environment.


Keywords: Liljedahl’s Thinking Classrooms, Pedagogy, Student Engagement, School Leadership

Published
2023-10-04
How to Cite
WILHELM, Kenneth Tuttle. PULL OUT THE CHALK BOARDS, THE THINKING CLASSROOM: AN INITIATIVE FOR LEADERS TO CONSIDER. ICELAM, [S.l.], v. 3, n. No 2-13, oct. 2023. Available at: <https://myjms.mohe.gov.my/index.php/icelam/article/view/24277>. Date accessed: 16 june 2024.