Classrooms with less monologue and more dialogue are key to increasing student thinking and student learning. Peter Liljedahl recommends teachers using a strategy that publicly, randomly groups students.

The students visually seeing the groups form is an important element.  When having these random groups work at easy erase vertical boards, engagement and thinking increases. Students seeing each other’s work and the teacher seeing and hearing student thinking around the room all add opportunities for increased engagement in problem solving.

Mindshift: How to Get Kids Thinking Instead of Mimicking in Math Class

Find Laura Wheeler's blog here and read her article here. 

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