George Lucas Educational Foundation

60-Second Strategy: Pass the Marker

Getting students up on their feet and solving problems together helps build engagement—and stronger math thinkers.

January 31, 2024

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In Beth Blissett’s middle school math classroom in Eminence, Kentucky, there aren’t any desks in rows. Instead, students are often found standing in groups of three, chattering excitedly, working on math problems together. During an activity inspired by Peter Liljedahl’s thinking classrooms, Blissett divides her students into small random groups, then gives each group a rich math task to work on and a single dry-erase marker. She then sends the students off to collaborate on vertical nonpermanent surfaces—in her room it’s whiteboards and windows—so they can make their thinking visible. One student starts calculating, using the marker, while the others offer ideas and encouragement. As if in a relay race, periodically Blissett calls out, “Pass the marker!” and the next student builds on the work of the previous one. Working collaboratively and being able to easily erase can reduce anxiety and make the students more willing to take risks. By the end of the lesson, they’re thinking like mathematicians.

To learn more about Peter Liljedahl’s ideas, read his article for Edutopia titled “Building a Thinking Classroom in Math.” To see more vertical learning, check out the video Learning on Their Feet.

Schools That Work

Eminence Independent Schools

Public, Rural

Grades K–12

Eminence, KY

The Eminence Independent Schools district was failing less than a decade ago. Enrollment was declining, and test scores and morale were plummeting in the small, rural, Title 1 district in Eminence, Kentucky. To save the district and the town, Buddy Berry, the superintendent, initiated sweeping changes that were identified by the students themselves.

With community buy-in, the district built a 30,000-square-foot technology-focused building with eight makerspaces to foster personalized learning, made time for students to design and solve real-world problems, and developed an early college program to prepare students for college. The district also adopted a “surprise and delight” culture—focusing on ways to boost student and staff morale. The district’s efforts paid off: Graduation rates and college persistence rates have increased, and enrollment has doubled.

Achieved 100% College and/or Career Readiness by Kentucky state standards for 2013-2014 and 2014-2015.
99.5% of early college program participants are either on track to earn a college degree or have already done so.
Selected to attend the 2014 ConnectED to the Future Convening at the White House.