THINKING101. So many minds, so little time

Thinking101 is home to B.E.R.C.S. Cards and Tasks

View and purchase BERCS materials https://thinking101.myshopify.com/

In a Thinking 101 Classroom, the teacher knows that visual spatial models support learning that lasts. Students build recall of facts alongside the ability to reason and apply them in new situations and problems. 

In a Thinking101 classroom, the teacher focuses on student thinking, reasoning & fact recall through discussion, debate, DELIBERATE TEACHING.

In a Thinking 101 Classroom, the teacher knows that visual spatial models support learning that lasts. Students build recall of facts alongside the ability to reason and apply them in new situations and problems.  In a thinking classroom, students know how to learn, how to recall and apply what they learn, how to explain what they are learning and how to challenge themselves in their own learning.

The B.E.R.C.S. framework focuses teachers and learners on developing basic knowledge and basic thinking skills. Reasoning with core relationships between numbers is just as important as recalling core facts. Students must master both.

Learn more about the B.E.R.C.S. framework for spatializing your teaching by attending a Summer Workshop or invite Geri to your school or division to do in class demonstrations, run courses, give an interactive group presentations or present to parents.

Summer Institutes 2020

Calgary August 4 to 7 Lethbridge, Aug 10 to 14

Edmonton Aug 17 to 21 Grande Prairie Aug 24, 25

Registrations will open shortly.

BERCS CARDS engage students in PRACTICE that require them to apply and explain mathematical reasoning as they build fact RECALL. That thinking and reasoning needs to become automatic, which means teachers take an active role as students are practicing. Teachers challenge students to try another one but this time hold more pieces in their minds. Do it mentally, write less, think more until the procedure becomes automatic.

BERCS Decimal Visuals allow students to see the proportional differences as they read and write decimals to the thousandth.

42 hundredths, 3 thousandths 0.423 4 tenths, 2 hundredths, 3 thousandths 423 thousandths

Here’s what students have to say about BERCS CARDS:

Think ? + 6 = 10 or 10 – ? = 6.
It must be 4 because 4 + 6 = 10

Geri , Your materials that connect the imagery of Area models to multiplication and beyond are awesome – And so perfect for setting up the work for Junior- Senior High. Incredible alignment. This is all streamlined so beautifully. Love the flexible thinking this encourages – demands! – and the common sense approaches it develops. James Tanton, PhD

 

 

   

 

 

Dr. James Tanton