Why Building Thinking Classrooms Matters More Than Ever

What were some of your go to study snacks in college? I’m talking about serious late night study sessions: your hands covered in highlighter, papers scattered all around you, unbrushed hair, the nines. My go-tos were Dr. Pepper zero, my latest Trader Joe’s chips obsession , and peanut butter M&Ms.

The later it got, the more I felt like the caffeine and sugar buzz was doing the thinking for me. Although my ultimate snack combo kept me awake and saw me through many exams, it was a lot of memorizing and a lot less internalizing. 

And we’ve all been there, memorizing the facts just to throw them out of our brain once we walk out of that final exam. The best learning transcends beyond spitting out facts. That’s where thinking classrooms come in. So what does it take to get students to stop rote learning and begin really thinking?

What Is a Thinking Classroom?

Thinking classrooms, a concept developed by Dr. Peter Liljedahl, seeks to answer the question “how can we get more students to think and to think longer?” Through fifteen years of study, Liljedahl broke every classroom norm to see what changes could enhance student thinking. Through observing teachers' struggle and also pushing the box of typical methods, Liljedahl identified fourteen specific norm-busting tactics to increase student engagement and problem solving, especially in mathematics education. 

The Building Thinking Classrooms (BTC) model shifts away from traditional math instruction like “I do, we do, you do.” BTC seeks to engage students and implement rich mathematics tasks . By giving students greater autonomy in mathematics classrooms, or any other subject for that matter, they develop greater confidence, problem solving skills, and collaboration. Math isn’t for everyone (I cried during the AP Calculus exam, thanks for asking)--so any teaching method or task that can help students feel confident and empowered is a huge win. 

Why Teachers Should Build Thinking Classrooms

Honestly, traditional math classrooms aren’t cutting it anymore. Silent students, open textbooks, and modeling a new method on the board isn’t the prime recipe for engagement. Thinking classrooms in mathematics flip the script by prioritizing student collaboration, risk-taking, and actual problem-solving. Students don’t get the most out of a lesson when they’re passively watching you solve for X for them; they do their best when they’re actively doing. When building a thinking mathematics classroom, you’re not just covering the required material, but you’re building up students who are curious, persevere, and practice deep mathematical thinking. 

One of the biggest shifts is how students interact with each other. In a BTC model, collaborative learning isn’t just a minor or forgotten objective goal for the day. Rather, it’s central to every part of the process. In groups, students will talk through problems, defend their thinking, and learn to listen to alternative perspectives. Add in movement and autonomy promoted by BTC, and you’ll get students engaged, motivated, and learning how to think (not just how to get the right answer)!

And if you want to see your students change how they think, you have to be willing to change how you teach. Rethinking your classroom practice through BTC not only improves understanding, but it builds a community of learning who take risks, are comfortable making mistakes, and grow from them. 

The Core Elements of Building Thinking Classrooms

Liljedahl’s research produced fourteen specific strategies, but that doesn’t mean you need to use all of them on day one. And frankly, you shouldn’t. Start with the basics. BTC centers on the idea that teaching and learning mathematics should be built around curiosity, not compliance. Rich problems, group discussions, and structure should support and foster student autonomy. 

It’s one thing to read about the strategies, but it’s another to actually implement it. Start by changing your thinking: think groups of threes or fours, not rows. Think whiteboards and open windows, not desks and noses in a notebook. Think of routines aimed at rewarding persistence and effort, not just correct answers on an exam. These small mindset shifts can create big results. In both elementary classrooms, and secondary mathematics education, BTC helps teachers build a culture of thinking that works at any age. 

BTC isn’t a one-size-fits all method, and that’s the beauty of it. It works for elementary teachers who are building number sense with third graders, and for the  high school mathematics teacher getting students ready for the SATs or calculus. 

Key Strategies for Building Thinking Classrooms

Start with Thinking Tasks

The first rule of BTC club? Ditch the worksheet. Rich mathematics tasks, those exciting and open-ended problems with multiple entry points and no obvious ‘right way’ to the answer, are at the heart of every BTC. Starting with tasks and problems with numerous roads get students talking, trying, and thinking. And yes, you can begin with non-curricular problems that promote collaboration and risk-taking before diving into school mathematics content. By easing into mathematics tasks that are about the thinking process, students build the confidence and skills they need to tackle the more complex problems.

Use Randomized, Collaborative Groups

Randomly assigning students to collaborative groups each day breaks up cliques, relieves social pressure, and provides every student with a voice. Roles (like recorder, leader, timer) help structure work and promote equal effort. Over time, students will expect, and maybe even enjoy, the randomness because it levels the playing field.

And let’s be real: in the real world, you don’t always get to pick your team. BTC will help students practice the essential skills of teamwork, negotiation, and shared responsibility. 

Work on Vertical Non-Permanent Surfaces

It may sound like chaos or distraction, but vertical non-permanent surfaces (VNPS) really means one thing: getting kids up to the whiteboard. Research from Building Thinking Classrooms shows that VNPS like whiteboards, windows, or chalkboards change the way students interact with a problem. They can visualize their thinking and explain it to others. They have permission to try and fail. And it makes it really, really hard for students to check out and avoid the work.

Unlike notebooks, VNPS invites students to revise, collaborate, and literally stand in their learning.

Ask Keep-Thinking Questions

Another key to BTC is ditching “Is this right?” and “Yep you got it!” It’s not about a yes or a no, a right or a wrong. BTC teachers ask  “What makes you think that?” or  “What would happen if you tried it another way?” These ‘keep-thinking questions’ push students beyond being right and into being reflective. 

These questions also promote metacognition (thinking about thinking). It’s giving students that space to pause, reconsider, and try again. That’s where learning lives. 

Evaluate What You Actually Value

If you only grade the final project, the big exam, or the latest worksheet, don’t be shocked when students only care about the end result too. BTC promotes assessing effort, collaboration, and perseverance. Formative feedback, peer assessment, and reflection will help students track their own growth–in mathematics and as a team member. 

Some teachers are using a Mission.io-style evaluation, which does more than give credit for the right answer and dock points for the wrong. It tracks soft skills like student collaboration, decision-making, engagement, and initiative. In a thinking mathematics classroom, the result is the process. 

How Mission.io Supercharges Thinking Classrooms

If you’re feeling overwhelmed at the thought of becoming a model mathematics classroom overnight, remember: you don’t have to do it alone. Mission.io is the perfect partner for a prime thinking classroom. These digital Missions are gamified, ready-to-go, and plug right into the BTC model. Whether looking for a mathematics task or a social studies adventure, there are Missions for your students that will get them thinking. 

Because Mission.io tracks progress and essential skills, you can actually see how students are growing. And the growth is more than just mastering the equations, but it is growth in persistence, communication, and decision-making. With students engaged, motivated, and taking the lead, you can finally step back and coach instead of control. Take the guesswork out of it–let Mission.io help you track and celebrate student growth. 

Real-World Missions That Spark Real Thinking

Picture this: your students are tracking down a missing spaceship using area and perimeter, or they’re investigating a dangerous substance in the ocean using unit conversions. These are actual Missions aligned with curriculum standards and BTC best practices. 

They’re collaborative, open-ended, and built for everyone–making them perfect for both elementary classroom teachers or a secondary school math classroom. When students engage with a Mission, they work in groups, share strategies, and reflect together–the exact kind of practical strategies the BTC encourages. 

Best Practices to Transition Into a Thinking Classroom

BTC is a marathon, not a sprint. You don’t need to be an expert in one go. Start with one new routine each lesson, each week, each term–whatever works for you. Maybe you implement VNPNS with a new unit or try one thinking task a week. 

Next step: create a classroom environment that promotes risk-taking. Let students know that the struggle is good and it’s part of learning. Wrong answers are valuable. Show them that their voices matter.

And most importantly: being willing to let go. Trust your students. Give them the space and time they need to be thinkers, collaborators, and problem-solvers. You’ll be surprised what they can do when given the opportunity. 

Thinking Classrooms Aren’t a Trend, They’re a Movement

Let’s recap: Building thinking classrooms in mathematics isn’t just a method. It’s a mindset. It shifts the focus from test procedures to thought processes, from right answers to growth. Whether you’re in a third-grade classroom or teaching Algebra II, BTC gives you the structure you need to build real thinkers and lifelong learners.

With a tool like Mission.io on your side, it’s easier than ever to bring this vision to life. With Missions, you’re not guessing if students are engaged–you’re seeing it in action. You see them solve real problems and collaborate in ways that matter. 

Teaching in the twenty-first century is about change, innovation, and growth. Be part of the change.