The first month of math class for students of room two twenty-five transformed their learning experience before it had begun. After being introduced to their courses in a mundane classroom of standardized rows of old table chairs in front of chalkboards, they returned the next week to sleek walls paneled in glass panes, which surrounded modern whiteboard desks so new they had help in peeling off the plastic.
The changes to the lessons were more profound than a switch in furniture, as the curriculum had been structured behind the tenets of Building Thinking Classrooms (BTC), an educational approach developed by 15 years of university research. The philosophy challenges educational norms in various practices to have the students drive their own growth, proven to be a far more effective strategy than memorization and copying their teaching word-for-word. These innovative alterations have been shown to be effective in many other schools prior to adoption by Hingham High; enhancing valuable traits such as perseverance, independence, collaboration, and initiative in learners worldwide. Sarah Jacobson, the inheritor of the renovated math classroom, summarized the focus of designs, remarking “It’s all about getting students problem-solving.”
The Hingham Education Foundation (HEF) is a non-profit organization familiar to most students in the town. The community-based group generates local funds through donations and charities that provide grants to enhance local education. The group’s most recent focus was the creation of Think Classrooms, a perfect match for its objectives.
As a result, hundreds of students have an alternative daily experience. Each element of the hourly schedule has been deliberately refined to reflect the most up-to-date research on methods of instruction, often contrasting with the traditional program. For example, classes begin with daily shuffled groups displayed on the smartboard to promote a freethinking mindset and collaboration. Students take their seats among their random groups of three, facing one another instead of the teacher, and then are presented with a question on the board within the first five minutes. Ms. Jacobson claimed, “It puts students in a place where they must use skills that they normally might not. If you get used to roles, you do not grow your personal skills.”
This early “warmup” question encourages deeper contemplations and discussions, which helps students to understand concepts and build connections in whichever way is most natural to them. The teacher paces the classroom, asynchronously providing hints and extensions to continue the class’s immersed states of mind. Ms. Jacobson provided her perspective on these interactions, stating, “It’s so much easier to communicate back and forth.” The lesson then continues with notes on new material or questions requiring students to push their understanding; frequented with opportunities for engagement such as answering a question on the board. Liam Jordan, a student of Ms. Jacobson, determined “Other classes can be dull following constant instruction; but math allows for my own thinking.” By the end of class, people break apart to work with self-determined groups, providing further group work and enjoyment before the sounding of the bell. Sophomore algebra student Matthew Stratton commented, “Math this year is far more engaging. I like the group work and dry-erase furniture.”
Think Classrooms offer a valuable addition to our schools, fostering environments for exploration, curiosity, and critical thinking skills in ways that may not occur in a traditional classroom. Hingham’s embrace of new teaching methods displays its devotion to maintaining leading educational opportunities by offering pupils these innovative educational opportunities. Ms. Jacobson voiced the teachers’ gratitude, “Thank you for the funding and the support that we have throughout this project. The benefit in the class is obvious, but the support from HEF is how we got here and how we will continue to grow; a big thank you for all their fundraising and all their support.”
