Building upon the foundations of prior research centred on Liljedahl's thinking classroom model's implementation across three distinct pedagogical spheres—Grade 7 Science, Grade 9 Social Studies, and Grade 12 Theory of Knowledge—we extended our exploration over a six-month period, with a keen focus on the foundational pedagogical techniques that underscore the model: vertical non-permanent surfaces, visibly random groups, and the use of open tasks. Employing an expanded survey, we captured student sentiments not just across the original quintet of factors—engagement, mutual collaboration, multifaceted problem-solving techniques, perceptions of mistakes, and instructional reliance—but also on their interactions with these pedagogical tools and approaches. The culmination of this half-year study unearthed a more intricate nuance of student experiences and classroom dynamics influenced by these techniques. This paper shares the derived insights and delves into the intertwined relationship between the pedagogical strategies and the observed outcomes, thus offering a more holistic view of the thinking classroom's resonance across diverse secondary subjects. Our findings illuminate both the multi-faceted advantages and potential challenges, providing educators and stakeholders with a understanding of Liljedahl’s transformative educational ethos.

Authors:
Kenneth Tuttle Wilhelm, Riviera University, France

About the Presenter(s)
Mr Kenneth Tuttle Wilhelm is a University Doctoral Student at Riviera University in France

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