I am so excited for today’s deep dive because we are going to tackle a topic that I know is close to all of our hearts as educators: classroom setup. Specifically, we’re diving into chapter 3 of Building Thinking Classrooms in Mathematics and exploring how optimizing the classroom workspace can make a real difference when it comes to student thinking in math.
One of the fascinating aspects of this chapter is how it challenges some of our assumptions about what a classroom “needs” to look like. For instance, we often think a classroom must have desks and notebooks, right? But this chapter flips that idea on its head. What if those traditional elements are actually getting in the way of the kind of thinking we want our students to do?
One of the biggest concepts in this chapter is the idea of vertical non-permanent surfaces, or VNPS for short. Before diving into why VNPS are so effective, let’s take a look at the traditional classroom setup. Picture students sitting at their desks, working diligently in their notebooks. It’s such a familiar scene. And yet, as Peter Liljedahl points out, this setup can lead to passive mimicking and shortcutting. Students often focus on just getting the answer down on paper rather than engaging in deep thinking.
Sometimes, as teachers, we unintentionally reward this behavior. We praise students for keeping up with their notes or staying on the “right” page, but maybe that’s not where our focus should be. Instead, we should focus on thinking and making that thinking visible. And that’s where VNPS come in.
So, what are VNPS, and how do they address this? Imagine a group of students huddled around a big whiteboard, sketching out ideas, debating approaches to a problem, and building on each other’s thinking. The work is visible and out in the open, inviting feedback and sparking discussions that just don’t happen when students work in isolation.
Interestingly, research shows that vertical surfaces encourage risk-taking and deeper thinking. There’s a psychological distance from the work because it’s less personal and more impermanent than writing in a notebook. Students feel more comfortable experimenting, making mistakes, and trying new things because they can easily erase and adjust their work.
In fact, studies have shown that students using vertical whiteboards exhibit significant improvement across nine measures of engagement and thinking compared to students working at desks or even tabletop whiteboards. These measures include increased time on task, more student-to-student interaction, and something called “knowledge mobility,” which refers to how ideas flow between students. On vertical surfaces, students are more likely to share ideas, challenge each other’s thinking, and build on insights in a way that’s visible and accessible to everyone.
So, we’ve made the case for why VNPS are important. But how do we implement them in our classrooms? The chapter introduces two concepts: macro moves and micro moves.
The macro move is the big-picture shift: transitioning from desks as the primary workspace to VNPS. While it might not always be feasible to ditch desks entirely, you can get creative. Use portable whiteboards, butcher paper on easels, or even shower boards for a cost-effective solution. The goal is to prioritize vertical spaces as the primary place where students work.
Micro moves, on the other hand, are smaller strategies to manage group work on VNPS. One of my favorites is the “one marker” strategy. Giving each group just one marker forces collaboration. Students must talk through their ideas and negotiate who writes, ensuring everyone’s voice is heard. You can take it further by rotating the marker within groups so everyone gets a turn to share their thinking.
Another key micro move is group proximity. Arrange students close enough to collaborate but not so close that they crowd or distract each other. This setup ensures you can see everyone’s work while promoting productive collaboration.
For teachers worried about shy students or those uncomfortable with having their work on display, it’s essential to create a culture of trust and psychological safety. Normalize making mistakes and trying different approaches. Set up norms like drawing boxes around completed work to avoid accidental erasers or asking permission before erasing someone’s contribution. These small steps can help students feel more comfortable.
Finally, let’s address the noise level—a common concern with collaborative work. Set clear expectations for what productive noise sounds like and provide strategies for effective communication. Use visual cues, a noise meter, or other tools to help students monitor their volume. It’s about finding that balance where students can collaborate respectfully.
Remember, transitioning to VNPS is a process. It takes time for teachers and students to adjust. Start small—maybe with one or two VNPS activities a week—and gradually increase as students respond. Celebrate the wins, like those moments when groups have amazing collaborative discussions around a whiteboard. That’s the magic.
So, if you’re ready to bring VNPS into your classroom, take it step by step. Start small, experiment, and let your classroom become a space where thinking is visible and collaboration thrives. Thank you for joining me on this deep dive into Building Thinking Classrooms!