The Task is Not Enough: The Micro-Moves that Make Good Tasks Better – Peter Liljedahl and Maegan Giroux
If we want students to think, we have to give them something to think about. The something we want them to think about is a task – and the better the task the better the thinking. But a task is inert. It takes pedagogy to bring it to life. In this session, we explore the pedagogy we can use to make good tasks better. The practices discussed will intertwine with, and make extensive references to, the recently released book, Mathematics Tasks for the Thinking Classrooms (K-5).
About Peter Liljedahl
Professor, Author, Simon Fraser University
Author: Building Thinking Classrooms
Dr. Peter Liljedahl is a professor of mathematics education in the Faculty of Education at Simon Fraser University and author of the best-selling book, Building Thinking Classrooms in Mathematics (Grades K–12): 14 Teaching Practices for Enhancing Learning. Peter is a former high school mathematics teacher who has kept his research interests and activities close to the classroom. With a passion for fostering deep mathematical thinking and problem solving skills, Peter has dedicated his career to reshaping classroom environments. His work emphasizes thinking, collaborative learning, and problem-solving, leading to more effective and meaningful mathematics education experiences for students of all ages. Through his research-based innovative teaching methods, Peter continues to inspire educators worldwide to create dynamic and thought-provoking learning spaces. He consults regularly with teachers, schools, school districts, ministries, and departments of education on issues of teaching and learning, problem-solving, assessment, numeracy, and building thinking classrooms.
About Maegan Giroux
Maegan Giroux is an accomplished mathematics teacher, instructional coach, and educational consultant, currently working in Regina Catholic Schools. Having taught for more than a decade at every grade level from kindergarten to Grade 8, Maegan’s teaching philosophy is rooted in innovative and student-centered approaches, with a strong emphasis on thinking classroom pedagogy, fostering student autonomy, and implementing robust assessment practices. Maegan also works in Canada as a valuable member of the Building Thinking Classrooms professional development team. In this capacity, she plays a key role in facilitating workshops related to Building Thinking Classrooms methodologies, sharing her expertise and insights with educators who are interested in implementing these innovative teaching practices. She speaks frequently at various educational conferences, where she imparts her knowledge on a wide range of math teaching concepts, further contributing to the advancement of mathematics education in Canada and beyond.
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The Task is Not Enough: The Micro-Moves that Make Good Tasks Better – Discussion
What was your big take away from this particular lesson?
What is something you are still wondering?
Share your thinking below.
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