Building Thinking Classrooms – A new approach to increasing student engagement

The Department of Engineering at Reykjavik University has adopted a new teaching method, Building Thinking Classrooms, in three first-year courses: Programming with MATLAB, Mathematics I, and Linear Algebra.

Building Thinking Classrooms is based on research by Peter Liljedahl, a professor of mathematics education at Simon Fraser University in Canada. The method aims to engage students more actively in class and create more opportunities for collaboration, discussion, and independent thinking.

The Department of Computer Science has also introduced the Building Thinking Classrooms approach in a new course for first-year students: Thinking and Skills in Computer Science (HOFI). The course is designed to prepare students for the increased use of artificial intelligence.

Through a variety of problem-solving sessions that emphasize thinking, skills development, and tackling challenging problems, students develop their ability to define problems, sharpen their judgment, work with others, use AI responsibly, and communicate their ideas. At the same time, they gain a broad overview of computer science in a learning environment built around active participation and collaboration.

The method has also been used to teach mathematics in RU’s Department of Preliminary Studies.

“One of the biggest advantages of the program”

Birgitta Rún Yngvadóttir, an Industrial Engineering student, is pleased with the teaching method.

“I think this is a really enjoyable way of learning, and I feel that I get a lot out of these classes. It helps me a great deal to discuss the problems with others and hear how they think. I often feel that I understand the material better when we can talk through the problems together.

I also think it’s a big advantage that this brings the group together. You work with all kinds of people, get to know your fellow students better, and there’s usually a really good atmosphere in class.

Still, there can be a slight downside if you end up working with someone who understands the problems better than you do. You might get the solution too quickly, before you’ve had a proper chance to try it yourself, and then you may learn less from the problems.

“But overall, I think this is a really good way to learn. I definitely think the biggest advantage is being able to discuss the problems, learn from others, and thereby gain a better understanding of the material,” says Birgitta Rún.

Snorri Sveinn Lund, a Financial Engineering student, is equally enthusiastic.

“I think working in a Building Thinking Classroom is fantastic. Before I started university, I imagined university studies as a large school where you sit through lectures, listen to the teacher, and then work on your assignments by yourself. That’s why I’ve been pleasantly surprised by how important problem-solving sessions are—not just for learning, but socially as well.

When it comes to studying, I think these sessions give you the opportunity to get more familiar with the material and develop a deeper understanding of it. You work on problems with other students and have both instructors and older students to turn to if you get stuck or need help. I find it particularly useful to work through problems on the board, where you have to think your way through them and discuss solutions with others instead of trying to solve everything on your own.

I would encourage all first-year students to attend the problem-solving sessions and actively participate in Building Thinking Classrooms. This approach has helped me a great deal, both academically and socially, and in my opinion, it’s one of the biggest advantages of the program so far,” says Snorri Sveinn.