The Future of Education

The purpose of this study was to examine the effects of incorporating Building Thinking Classrooms (BTC) strategies, specifically Thin Slicing, on student engagement and problem solving skills in an Advanced Algebra I College Preparatory course. Thin Slicing is a structured instructional activity in which students are placed into randomized small groups and work collaboratively through scaffolded task cards that progressively increase in difficulty. Each activity concluded with a brief consolidation period and a short, three-question concept check designed to measure student understanding of the content. Student understanding was assessed using concept checks, summative assessments, and pre versus post test comparisons, while engagement was evaluated through video analysis, structured observation checklists, daily teacher logs, and coded behavioral sequences. The findings of this study indicate that students’ levels of understanding showed mixed levels of improvement across assessments, with some students demonstrating consistent growth while others showed variability in performance. Additionally, students’ ability to remain on task with minimal redirection improved over time, as evidenced by increased on-task behavior and faster transitions into group work during later observations. Finally, students showed increased levels of collaboration throughout the Thin Slicing activities, with more consistent group engagement and peer-to-peer interaction as the study progressed. Overall, the results suggest that Thin Slicing positively impacted student engagement and collaboration, while its effects on independent problem solving were less consistent across all learners.