How We Foster Student Autonomy in a Thinking Classroom 

A thinking classroom looks very different from a typical classroom. It requires a greater independence on the part of the students, and for thinking classrooms to function well, this independence needs to be fostered. But not just independence in general. To really access the potential of a thinking classroom, students need to learn to look at the work of their peers—to make use of the knowledge that exists in the room and to mobilize that knowledge to keep themselves thinking when they are stuck and need a push or when they are done and need a new task. 

(Liljedahl, Peter. “Executive Summary.” Building Thinking Classrooms. 2024)