Building Thinking Classrooms 2025 Annual Conference

When implementing site-based/division-wide initiatives have you ever questioned how your current practice fits with new information and asked, “but what about...?” We will reflect on the “moves” we researched, observed, and tried through the lens of Building Thinking Classrooms that helped answer the “what about . . .” questions through a modeled lesson. We will collaboratively discuss prioritizing pedagogy while planning by using a task to reach and engage all learners to transform your practice.

In today’s data-rich landscape, the ability to interpret and apply data is essential for students. This interactive session will explore data science standard connections while using the BTC practices. Participants will engage with real-world examples of how students can work with data and discuss strategies for supporting teachers in making data-informed decisions that lead to better outcomes for all learners.

How do you build capacity for a district wide shift towards a thinking classroom? Hear from two mathematics department leaders who successfully embarked on this journey in a diverse central high school district. Hear about the glows and grows of the process, and walk away with not only an aspiration for a thinking classrooms philosophy in your building/district, but more importantly the inspiration and plan for how to make it happen.

I encountered BTC during a foray into college mathematics teaching in 2023. The ’24 BTC Summer Conference in Phoenix sealed the deal for me. I am back to teaching physics exclusively this year, and I have attempted to implement all 14 principles during the fall semester. As I am now posting grades before planning my spring courses, I am hyper-focused on #14. How We Grade. This presentation will be in three movements: 1) BTC at a large community college, 2) BTC in physics (with a little math tossed in), and 3) Meaningful Assessment vs. Assessing the Meaningful (spicy!). Hear how this year-long physics experiment turned out.

Three years into implementing BTC in my classroom and honing the first 12 practices finally led to successful integration of navigation tools.  Come hear one teacher's story on how we got students engaging early, often, and ongoing with tools that are designed to help students track their learning progress, identify areas for practice, and understand expectations clearly. We’ll discuss the challenges of creating meaningful navigation tools, integrating them effectively into high school math courses, and why I waited until my third year implementing BTC to try them.

Do you have students who shut down at the sight of a word problem? This session introduces research-based practices that worked with the lowest-performing students in both a Title 1 elementary school and high school. We will explore several instructional practices that span grade K-10 needs: exact-length bar templates, introducing structured expressions, expression/quantity matching, quantity onions, and finally algebraic expressions. BTC-style concept maps provided. Session immediately begins with participants working as students on VNPSs and on a webapp for 45-50 minutes followed by time for questions. Links to videos will be provided for the development, theory, & pilot data, instead of using valuable session time.

Participants will explore a BTC task through a complex instruction lens, focusing on actionable norms to enhance classroom equity. They will gain practical tools for implementing inclusive practices and providing targeted feedback to support equitable participation. This session will equip educators with strategies to foster effective collaboration and ensure all students engage meaningfully in BTC tasks.