Amazing PD, really happy I was lent these books (especially, Building Thinking Classrooms)

Note: These 5 books here are…Very technical, very useful, very education-focused (literally)

Building Thinking Classroom: 橙色 K-12
Modifying your thinking classroom - 蓝色
Grading from the inside out
Thinking Mathematically. J Mason
The first days of school. Harry Wong

BTC: 橙色 K-12

2025/11/16
第一章
thinking tasks
第二章
經常form visibly random groups
第三章（橙色BTC）：
◦ 站著比坐著好，思考和annonymous 的取消讓Ss更多思考和idea流通
◦ random groups可能更合適，即使是11年級哦
◦ whiteboard working還強調thinking之外的abilities如communication，patience，perserverance，self reliance
第四章
Defront the classroom( furniture influent thinking)
第五章questions
◦ 三類proximity，stop thinking，keep thinking：儘量只回答第三種，其它用微笑注視再走開/以問題回答Ss問題P89
◦ Ss perceived preimplantation conversation as asking permission and post implementation discussion as inviting them into the reasons behind their practice
◦ 可以和學生父母提起這件事情為了encourage他們的孩子思考能力
第六章何時何地如何給Qs
◦ 課上前3-5分鐘後給，學生的attention且老師沒有unconsciously preteach，所以課前考慮minimum需要知道才可以開始task的info
◦ 讓Ss 站著/clustered around 一個地方，嘗試教室不同地方
◦ verbal地給instructions，並且使用narrative而不是verbatim只讀，只note down學生需要記的東西比如有人late也能懂
第七章 homework
◦ 學生四個反應：不做，cheat，問別人，自己嘗試
◦ 不算mark更多人不做也更多人嘗試自己
◦ 需要變成thinking task：名字先是check your understanding Qs，an opportunity to learn from mistakes, 答案not 過程needed to be provided at same time as Qs，過程一兩天後再給
◦ 可以讓學生自己討論哪些更important，給一些課堂時間去做可以有更多Ss，可以in group check但是要每個人理解
第八章
◦ mobilize knowledge by 少直接回覆而更多引導小組間passive看學習/active 交流學習: deepens understanding and promotes thinking
第九章
◦ Optimal experience: clear goals every step of the way, immediate feedback on one’s actions, balance of own ability and challenge of task(flow)
◦ Use extensions to build flow, timing matters
◦ Ss thinking ~ understanding & learning
◦ Thin slicing sequence of thinking tasks ~ helps avoid frustration
◦ Use hints to maintain flow: decrease challenge/increase ability
◦ Shift mode of engagement to maintain flow, ask if a group who finished/is wrong if they’d bet 100$ on their answer( ask Ss to justify/explain—to T, or teach another group, then create a new task for that group): do, justify, explain, teach, create
◦ Goal of thinking classroom is to build engaged Ss that are willing to think about any task
第十章
◦ To reify: is to make concrete sth that is abstract and intangible
◦ Consolidate from the bottom: T leads general discussion about tasks & solutions but writes nothing—good for big ideas/general strategies from Ss activities; T leads detailed discussion on tasks & solutions and writes on board what is discussed—more detail is required; T leads discussion using Ss work on the vertical surfaces—most effective for rengagement
◦ Rather than explain one’s own work, decode sb else’s work changes consolidation from telling to thinking (gallery walk: Ss standing, walking, order/sequence mattes, spend more time at beginning/foundation ideas)
第十一章
◦ Copying & Fill in blank notes are both antithetical to Ss thinking
◦ Mindful notes: useful to their future selves ( what are you going to write down now so that in 3 weeks you’ll remember what you learned today?)
◦ Gr. 8&9: need more structured support, eg. , concise/brevity to fit a cell (use graphic organizer)
◦ Worked examples show how&why sth is done
◦ Creation, annotation, selection: for Ss to produce useful notes(notes are by them and For them
第十二章 Rubric: create & present
◦ Evaluate what you value, more for observation/behaviour, use it in a row after creating, max 5
第十三章 formative assessment
◦ formative-gather info for the purpose of informing teaching & learning; summative-gather info for grading & reporting
◦ To help Ss navigate their learning, the info we need to communicate to them is such that helps them know what they know & what they don’t know
◦ Being explicit about list of outcomes that constitute a unit of study helps Ss understand that a topic is comprised of a collection of subtopics
◦ Ss need to distinguish whether they completed a Q w/no help, if they got a question correct or if a silly mistake, whether they got a Q wrong or didn’t try (different symbols: clear demarcation)
◦ As T, help Ss know where they are & where they were going, know the big topic & subtopics distinctly then as connected
◦ Rubrics identify difficulty of problems, not the abilities of the Ss
第十四章 How we grade
第十五章 以上應用順序
◦ p281
◦ 4 toolkits: Ss behavior (give thinking tasks regularly, frequently form visibly random groups, vertical non permanent surfaces); T practice (defrost the class, give check your understanding Qs, answer keep thinking Qs); flow of thinking classroom (use hints/extensions to maintain flow, consolidate from the bottom); evaluate what you value, help Ss see where they are& where they should go
◦ Collective synergy to individual understanding: consolidate from the bottom, meaningful notes, check your understanding Qs, understand where you are & where you’re going
◦ 第一年後如何implement thinking classroom: p294: 2 toolkits —> overall goal: have Ss to think


Modifying your thinking classroom - 蓝色
◦ defront Classroom 目的是messy enough Ss feel comfortable trying and making mistakes
◦ In person 时，consolidate可以第二节课（asynchronous时必须课结束前
◦ 开始的non-curricular task可以random group在VNP work，后面的flow-sequenced curricular tasks可以自己选择group甚至一个人可以自己选择workplace—> 学会利用同学as resources
◦ 第九章Homeschool answering Qs: co-learner/teacher; consolidate: guided toward process rather than content. Eg, draw attention to strategies; evaluate: co-construct rubric & check your understanding Qs; resources: photomath, wolfram alpha…to compensate as the ‘group’ resource
◦ 第十章Ss with unfinished learning of previous concepts: can be helped by thinking classroom peer conversations, also 6 strategies: 1) give support as T, start with 2Ss then add more; 2) horizontal instead of vertical non permanent surface for these with unfinished learning; 3) individualized & thin slicing hints & extensions; 4) answering Qs goal is to keep them thinking: what do you think, what are some other possibilities, why do you think that didn’t work, let’s try that and see what happens, okay where do you think we went wrong; 5) consolidate continuously with each student depending on their pace after each/several tasks (giving extensions to other Ss)
◦ 第十一章support Ss w. unfinished learning of current concepts: 1) answering Qs: “what do you think, what are some other possibilities, why do you think that didn’t work, is there a way for us to check that, let’s try and see what happens, okay where do you think we went wrong”; 2) ongoing & continuous consolidate after each task; 3) visibly random groups
◦ 第十二章supporting Ss through one on one teaching: 和之前的相似

Thinking Mathematically (J Mason)
<其實是基礎思維+不錯的例題平時無聊練著玩玩>
第一章everyone can start
◦ Specializing 特例引路再generalize: Palindromes such as 12321 reads the same back (all 4 digit palindromes are divisible by 11? Min 是哪個 下一個呢 怎麼從前面那個來到後面的? 1000A +100B +10B +1A) —> random: get the feel of the Q; systematically: prepare ground for generalizing; artfully: test the generalization (eg: Any chessboard64*64 has 204 squares)
◦ writing yourself notes: 尤其word problems
第二章Phases of work: Entry, attack, review
◦ Entry: introduce a diagram, write down what you know & what you want (break this up into manageable pieces): 可以特例化先理解; 可以introduce notation & organization & representation; 還可以實物化直接動手嘗試做cube之類
◦ Attack: different approaches taken & plans formulated
◦ Review: check the solution (arithmetic & algebra & reasonable) & reflect on the key ideas/moments, extend to a wider context
第三章réponses to being stuck
◦ Recognize & name the state: expressing my feelings helps distance me from the state of being stuck, frees one from incapacitating emotions and reminds one of the actions one can take
◦ What do I know/want/can introduce? Summarize everything known & wanted; represent the Q in a concrete form; take advantage of 特例; reread/rédigeâtes the Q while looking for alternative interpretations; check the rubric
◦ 好的例子：黑白pegs左右各五個，11個孔，move（n-1)^2-1 次即可換位
第四章 attack: conjecturing
◦ Eg1: Goldbach’s Conjecture (看起來正確沒有被證明或也沒有已知的contradiction): every even # >2 is the sum of 2 prime #s (1is not prime #)
◦ 用特例，用實物具體看⋯try-maybe-specialize systematically-analogy
第五章 attack: justify & convince
◦ Known pattern—> wanted reasoning: convince 自己/朋友/sceptic (what—>why)
◦ Get into habit of treating statements as conjectures, look critically & positively
第六章 still stuck
◦ Distill it into a sharp Q, or use more extreme specializing and generalizing
第七章develop an internal monitor
◦ Conscientious reflect on own solutions: perceive, recognize, articulate, assimilate
◦ Be sceptical, contemplate
第八章 becoming your own questioner
◦ Questioning attitude: notice Qs around us
第九章 develop mathematical thinking
◦ 3 factors influence how effective it is: your competence in the use of mathematical inquiry; your confidence in handling emotional & psychological states and turning them to advantage (eg. Encourage Ss to change from idk to I can); your understanding of math content

Stop talking, start influencing | 12 insights from brain science to make your message stick

Grading from the inside out
—Tom Schimmer
◦ Standards based grading:
• Separate standards & competencies & attributes
• defined levels of performance
• Focus on accuracy & confidence, looks at recency
◦ Traditional grading:
• Using mean/average, percentages
• Assign overlapping tasks, give punitive responses
◦ Bring parents on board
• Work ethic can be admirable but unrelated to Ss level of proficiency
• Quality/completion… not correlate directly to standards(doing work & understanding it are different)… attributes and proficiency
◦ Standards based assessment: most frequent and most recent: wish to give Sa full credit for what they do know/accurate proficiency level: contextually understand old evidence (hence, no mean averaging)
• Reassessment: sth has to happen between the first and second opportunities, targeted learning, reassessment of standards
• Most recent: more accurate with foundational knowledge and skills
• Most frequent: most accurate for the standards at a greater depth of knowledge (可以解釋分數時說)
◦ Repurpose hw
• Some guiding Qs: Learning centered, necessary, reasonable, high quality, are the Ss ready, were the Ss involved/understand what it entails?
• Hw as practice: are you sure you know what to do, are the Ss ready, emphasizing completion or learning, will T feedback matter?
• Alternative routines: make it optional, différentiate it, peer correctives, distribute strategically over time, hw as extension (can attempt to verify that work completed at home is Ss original work, even if not grading them, establish clear criteria)
• Bring parents on board: quality over quantity, emphasis purpose over time, emphasis external support
◦ Redefine accountability
• Doesn’t involve punitive consequences as it is inaccurate, instead can emphasize all learning is essential
• Cheating is a behavioural violation that should be dealt with separately
• Accountability: infrequent & chronic, can’t (T additional instruction & support, skill deficiency) or didn’t (school create system of shared responsibility for T,
◦ How to use levels of proficiency
• Proficiency levels optimal 5
• Establish clear performance criteria, with colleagues and Ss
• P112-113, phrasing for the different levels ~ can use in report cards/explain to Ss

• Ss need to be invested too, self regulate their learning, reflecting on grades they’ve earned (rubrics are essential)
• Ss are not involved in determining final grade
◦ Teach & assess Ss attributes and competencies
• Responsibility: attendance, preparedness, inform of absence, work done on time, follows throw with commitments, resists blaming others
• Respect: dress, appropriate language, act, attend all classes, clean up after self, attentive listen & following directions, contribute positively
• Citizenship, work ethic, organization…
• Cross curricular: critical thinking, communication, collaboration, creativity
• Clear performance criteria, also could be helpful in explaining grades; frequency scales: P135
• What adults pay attention to is what Ss learn to believe as important
◦ How to use standards based reporting
• Define purpose: to communicate info about Ss achievement for self evaluation and to parents, to provide incentives for Ss to learn, to select certain Ss for certain educational programs, to evaluate the effectiveness of instructional programs, to provide evidence of Ss lack of effort/responsibility
• Organize evidence of learning by curriculum standards: achievement is measured with curriculum standards, progress is how much Ss have grown: report 時記得加一點optimism; more frequent and informal feedback too; Ss self reflection 在進步嗎具體哪些如何保持什麼仍然需要提高怎麼提高
• Ensure whatever sent home to parents is user friendly: know role and responsibilities, inform時知道parents are advisors not necessarily decision makers
◦ Establish clarity
• once we think we do it
• Transform organization: establish a sense of urgency, form a powerful guiding coalition, create a vision & communicate it, empower others to act within the vision, plan & create short term wins, consider improvements and more change, institutionalize new approaches

The first days of school. Harry Wong
Ch1. 三點
Set high standards to provoke positive expectations for Ss success, encourage open communication, show belief in abilities, provide constructive feedback — create trust and empower Ss to embrace challenges and excel.
Classroom management: establish routines, maintain discipline, facilitate instruction — clearly define classroom expectations and rules, Ss understand the behaviour and academic standards you expect; implement consistent routines and procedures that promote order and respect; foster positive inclusive culture by actively engaging with Ss, establish a sense of community, address challenges promptly.
Skillful lesson design for Ss mastering, planned and structured so Ss comprehend — consider need of Ss, break down complex concepts to easily manageable, clear explanations and offer opportunities for practice and reinforcement; incorporate a variety of instructional resources and strategies for diverse learners; assess through formative and adjust accordingly
Ch2.
Prioritize establishing consistency in the first week of school: teach classroom management procedures by going over the rules on the first day, explain expectations on behaviour and routines; content of first day script, consider greeting them warmly and use attention getting signal to get focus to you; incorporate engaging activities/stories that introduce expectations/goals/learning journey ahead — conveyed important info & Ss feel welcomed. Critique daily if needed, seek Ss feedback through surveys etc.
Ch3. How the first year can be successful
Seek professional guidance resources and continue learning, utilize education materials like books; set goals for teaching effectively,reflect on own teaching practices and areas for improvement; foster culture of collaboration, beg/borrow/steal ideas
Ch4. 五點efficiency
Be an innovative planner: beyond textbooks materials and strategies, like multimedia resources, hands on activities, real world connections to captivate Ss interest
Excel as classroom manager: clear expectations, consistent routines, create sense of community of safe and respect
Cultivate critical thinking skills: foster deep thinking and incorporate activities that requires Ss to apply knowledge in meaningful ways
Develop competent problem solvers: encourage growth mindset and that see mistakes as growth opportunities, provide authentic problems/scenarios that requires Ss to think creatively or independently or collaboratively, guide problem solving process teach them to analysis and self reflect
Ch5. 四點Utilize validated research/research based practices
Continual learning—反省從前經歷—start small and gradually incorporate more research based practices in teaching—test own teaching keep track of results
Ch6. Positive expectations

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