Many schools begin their Building Thinking Classrooms (BTC) journey by adopting random grouping and vertical boards, yet these tools often lack a strategic purpose. Without moving beyond this mechanical implementation, students miss out on the genuine thinking, clear collaboration norms, and supportive environments necessary for making mistakes and formalizing learning. Designed for coaches and school leaders, this session focuses on how to support teachers in moving past these initial steps toward a deeper, more effective model. We will explore high-leverage practices—including sequencing thinking tasks to ignite curiosity, structuring consolidation to ensure shared understanding, and shifting note-making to occur after the learning has happened. Participants will leave with a clearer blueprint for scaling their implementation and concrete strategies to build their teachers' capacities and self-efficacy toward a sustainable Thinking Classrooms.
Building Thinking Classrooms (BTC) has transformed how teachers design and facilitate learning, helping students move from passive compliance to active engagement and deep understanding. However, sustaining BTC practices requires more than individual teacher effort—it demands leadership vision, structures, and culture that support experimentation, collaboration, and professional growth. This workshop is designed for school and district leaders who want to understand the leadership moves that make BTC sustainable and scalable. Participants will explore how to create the conditions where teachers feel supported to take risks, learn from one another, and continually refine their practice in service of student thinking by analyzing the model used by the presenters. Participants will also be given an opportunity to share their suggestions and struggles with implementing adaptive changes of this nature.
