Written By: Aliza Gordon, 5-6 Teacher, Maine

As an educator committed to nurturing critical thinking and collaboration in my classroom, I've embarked on a journey of integrating Exemplars tasks within the Building Thinking Classrooms framework. This approach has not only transformed the learning environment but also fostered positive math conversations among students, where they engage in meaningful discussions, share insights, and support one another's learning journey.

The experience of witnessing positive math conversations between students is truly remarkable. It's more than just students solving problems individually; it's about fostering a culture where students feel empowered to share their thoughts, listen attentively to others, and respond thoughtfully. I've observed students gathered around whiteboards, eagerly exchanging ideas, challenging themselves, and asking questions that spark curiosity and deeper understanding. This feels remarkably easier with Exemplars math tasks, which are easy to use, deep-thinking performance tasks.

Exemplars tasks have been essential to my ability to use the Building Thinking Classrooms framework in my classroom. Students need consistent deep-thinking tasks, which can be hard and time-consuming to create. Not only does Exemplars have all the tasks already developed, but they are differentiated and have student solutions to look at. The problem-solving framework has also been great to incorporate into the start of the tasks. 

In the moments of peer-to-peer discussion at the whiteboards, positive math conversations unfold organically. Students look at each other's boards, not to compare or compete, but to learn from one another. They offer suggestions, provide feedback, and build upon each other's ideas. It's a collaborative process where every student's voice is valued, and every contribution is celebrated. What does positive math conversation look like in action? It looks like students kindly challenging themselves and each other, asking questions that begin with phrases like "Well, what about ...?" or "Wait, did you think about ...?" These questions ignite discussions, encourage exploration, and inspire critical thinking. Students engage in respectful dialogue, sharing their strategies, reasoning, and problem-solving approaches.

Through positive math conversations, students develop essential communication skills, such as active listening, articulating thoughts clearly, and responding thoughtfully. They learn to communicate their ideas effectively, support their peers, and collaborate towards a common goal. These conversations transcend (hopefully) the boundaries of the classroom, empowering students to become confident communicators and lifelong learners.

As an educator, facilitating positive math conversations is not only about providing Exemplars tasks but also creating a supportive and inclusive learning environment. It's about fostering a culture where students feel comfortable expressing their ideas, asking questions, and seeking help when needed. By nurturing a community of learners who value collaboration and mutual respect, I've witnessed students grow not only academically but also socially and emotionally. 

In conclusion, integrating Exemplars tasks within the Building Thinking Classrooms framework has been a transformative journey for both me and my students. Through positive math conversations, students engage in meaningful dialogue, collaborate effectively, and deepen their understanding of mathematical concepts. As we continue to embrace this approach, I'm excited to see how it will empower my students to become critical thinkers, confident communicators, and lifelong learners.