DoDEA Teachers Unlock the Potential of Innovative Thinking Classrooms

In a groundbreaking educational initiative, teachers from various disciplines have gathered to refine their pedagogical strategies. This innovative course delves into Liljedahl’s 14 strategies, which are designed to promote active student participation, collaboration, and problem-solving. The program combines book studies and live discussions, allowing educators to explore these strategies deeply and independently.

Participants were encouraged to experiment with new classroom techniques and share their experiences. This collective learning process proved to be transformative, transitioning from a teacher-led approach to a student-centered learning environment. Educators witnessed the impact of these strategies firsthand.

Jennifer Castiglione, an 8th-grade teacher at Brewster Middle School, expressed her enthusiasm for the course. She found the experience collaborative and educationally transformative. “I cannot wait to see how these strategies will continue to benefit students in the future!” she exclaimed.

Similarly, Krista Husman and Christina Nevitt, co-teachers at Quantico Middle High School, highlighted the course’s value. They appreciated the week-by-week approach, enabling them to implement, assess, and refine strategies effectively for the new school year.

A unique aspect of the Building Thinking Classrooms approach is the use of Vertical Non-Permanent Surfaces (VNPS), such as whiteboards or windows. These tools encourage active participation and visual problem-solving. Students have responded enthusiastically, engaging in dynamic, collaborative learning experiences.

Brooklyn Decker, a 6th grader at Shughart Middle School, found VNPS beneficial. “Working on the vertical boards is easier because we can see each other’s work and help each other,” she explained. Her classmate, Jeremiah Spillman, concurred, noting the collaboration and problem-solving advantages.

At Ft. Knox Middle High School, Julie Brubaker’s class experienced dynamic collaboration using VNPS, while Paul McDonald’s students at Dahlgren Unit School creatively utilized classroom windows for their problem-solving activities.

Susan Fitzpatrick, Special Education Assistant Principal at Lucas Elementary, observed how quickly these strategies were embraced. “When I was skeptical, they surprised me by working extraordinarily well,” she admitted.

Kimberly Sandy from Heroes Elementary School shared that students enjoyed the VNPS strategies so much they wanted to use them consistently across various activities. The positive impacts on student engagement and learning are evident.

The Americas Secondary Math ISS Team plans to offer more opportunities for educators to continue learning and applying these strategies. “The 14 practices have revitalized learning in my classroom,” Sandy remarked.

As more educators in the DoDEA system adopt these methods, the positive effects on student-driven learning are expected to increase. “We are challenging traditional learning methods,” said Dannette Jackson from Bitz Intermediate School. “This approach nurtures great thinkers and empowers students as leaders in learning.”

With the anticipation of Building Thinking Classrooms Part 2, the future looks promising for student-centered learning within the DoDEA. The power of collaborative and reflective learning paves the way for students to think more, think longer, and think together as they embark on their educational journeys.

The Department of Defense Education Activity (DoDEA) oversees educational programs from pre-kindergarten through 12th grade. DoDEA operates 160 accredited schools in 11 foreign countries, seven states, Guam, and Puerto Rico, fostering excellence and equipping students to thrive in a dynamic world.