COURSE TITLE:
TEACH LIKE A CHAMPION: Field Notes From The Masters
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
INSTRUCTOR:
JULIE BORA, M.S.T.
ask4jam@gmail.com
WA CLOCK HRS:
OREGON PDUs:
60
60
COURSE DESCRIPTION:
This transformative course for K-12 educators shows and explains, in concrete terms, winning techniques
of master teachers. If you are a teacher who wants to improve your craft, then this course will give you the
tools to do that.
From field notes and observations of master teachers, Doug Lemov has compiled specific practices in his
action packed book, Teach Like a Champion, which comes with a DVD as well. This book might very well
be one of the most influential books you will ever own. It will change your teaching practice from hohum to extraordinary. With these potent below the radar techniques from the masters, you too will
separate yourself from the merely good by concocting an alchemy which transforms lives.
Required text Teach Like A Champion. 2010. ISBN 978-0-470-55047-2 is about $16 used at
amazon.com.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. Expanded their repertoire of specific, concrete, actionable techniques to include those practiced by
great teachers.
2. Uncovered techniques necessary to become a teacher who unlocks the latent talent and skill waiting
in every student.
3. Developed an inventory of print and video resources that rewrite the equation of opportunity.
4. Reflected on their own teaching routines and determined how to use a roadmap of excellence to
bring forward specific, concrete, actionable master techniques to advance their teaching technique.
5. Customized and implemented one of these winning techniques.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and/or Web pages) may be submitted as substitute assignments with
the instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather
use an alias or designation such as “Student A.”
REQUIRED TEXT:
Lemov, Doug. Teach Like A Champion. 2010. Jossey-Bass. San Francisco, CA. $16 + for used textbook
on amazon.com ISBN 976-0-470-55047-2
MATERIAL FEE:
$16 + for the required text. No other fees.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Teach Like A Champion
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
• In a 1-page Introduction state the date of your H.S. graduation, describe your current professional
situation and say why you chose this course.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #1ʼ.
Assignment #2: How To Use This Book
• Starting with the bold header, read pages 4-7 in the Introduction.
• View “See It In Action,” described on page 8.
• Continue the follow through reading onto page 9.
• Is passing out papers a strength of yours? In 1-2 pages elaborate on how this mastersʼ technique
could be applied or adapted for your teaching environment. Use a compare/contrast format.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #2ʼ.
Assignment #3: No Opt Out Technique #1
• Read pages 27-31 up to the No Opt Out: Clip 1 box.
• View “See It In Action,” Clip 1 on the DVD. (If necessary see How to Use the DVD instructions on
pg. 331-332)
• Review the 4 different formats of No Opt Out. In a few paragraphs, in your own words, explain the
main idea of No Opt Out.
• Select the format with the most appeal for your teaching environment. Write out a plan to teach
this technique to your students.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #3ʼ.
Assignment #4: Right Is Right Technique #2
• Watch “See It In Action,” Clips 2 and 3 on the DVD.
• Read pages 34-41.
• In a 1-2 page paper propose possible modifications for your practice based on this Technique of
the Masters.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #4ʼ.
Assignment #5: Cold Call Technique #22
• Watch “See It In Action,” Clips 8, 7, and 9 on the DVD.
• Read pages 111-123.
• Reflect on your own practice.
• In a 1-2 page paper discuss how and when you may use Cold Call, by itself or coupled with other
engagement techniques, to consistently draw students into the work of the class and keep them
focused on learning by preparing every student to answer any of your questions with a correct
response.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #5ʼ.
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Assignment #6: Wait Time Technique #25
• Watch “See It In Action,” Clip 11 on the DVD.
• Read about Technique #25 pages 134-136.
• Observe the application of Wait Time either in a classroom or in a conversation.
• Compose a 1-2 page written report of your observations. Summarize recommendations you
would feel comfortable sharing with the observed.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #6ʼ.
Assignment #7: Aisles and Alleys Technique #11
• Read Draw the Map pages 67-69.
• Make an Action plan for your classroom setup by responding to the questions in Sections A
through C of #4 on page 70. Aim to tailor your response so that it would be transferable to
another teacherʼs classroom.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #7ʼ.
Assignment #8:
• Browse through the Table of Contents and the DVD Contents.
• Select a minimum of five (5) techniques of interest. Create a 2-column table. The first column
should contain excerpts referencing each chosen technique; include the text page number(s) at
the end of each excerpt. The second column should contain your annotations.
• Use the information and your annotations to explain how these selected techniques are
applicable to specific demands of your professional situation.
• Submit both documents to the instructor.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #8ʼ.
Assignment #9:
• Develop a discussion with other teachers at your school, perhaps a roundtable discussion,
focusing on techniques from this course that could be employed by all teachers.
• In a 1-2 page report summarize the content of the discussion; include all suggested action plan(s)
and timeline(s) for implementation.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #9ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact Julie Bora for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility. (They will often be glad to
sponsor community-based learning, or with students in another teacherʼs summer classroom in session.)
Assignment #10:
(Required for 400 and 500 Level)
• Observe another classroom or learning environment. Look for and record evidence of the
techniques you summarized in Assignment #8 and those mentioned in Assignments #2-7. Write
a concise analysis of your observations.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #10ʼ.
Assignment #11:
(Required for 400 and 500 Level)
• Choose one technique from #8 to try out in your professional situation. In a few paragraphs
expand on specific recommendations necessary for implementation. Remember that lesson
planning over and above the norm is a key driver of student achievement.
• Over a one- week period teach and try the technique with students. Keep a log of your attempts
and student responses.
• Write a 1-2 page evaluation and include any modifications you made throughout the week to
refine the technique.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #11ʼ.
500 LEVEL ASSIGNMENT
Assignment #12:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A) Prepare a presentation, for colleagues or another group, highlighting techniques that you
have learned from this course. The presentation can be in the form of a Power Point or other design with
instructorʼs approval. Include a copy of any handout(s) you will use.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #12-Aʼ.
OR
Option B) Giving Instructions
Giving directions is without a doubt the most crucial aspect of a teacherʼs work and is certainly a critical
factor in student learning. Get your class doing what they are supposed to be doing. Try formatting your
directions in Hear it, See it, Say it style: State directions one time after the class is quiet so everyone can
hear. Then write the instructions on the board and, finally, ask a student to restate the directions.
 Read Chapter 6: Setting and Maintaining High Behavioral Expectations, pages 167-202.
 Interview someone at a school or social event or a student in your classroom and practice asking
this person only one clear question at a time. In a 1-2 page paper report what made the task easy
or difficult. Relate what you learned that you can apply to giving directions to students in your
learning environment.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #12-Bʼ.
OR
Option C) Another assignment of your own design with prior approval of the instructor.
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #12-Cʼ.
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ADDITIONAL ASSIGNMENTS REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #13: Integration Paper
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: ask4jam@gmail.com, Subject to read ʻChampion #13ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Julie Bora, M.S.T. SUNY Plattsburgh, has taught a variety of subjects at both elementary, middle school
and secondary levels. She enjoys using and experimenting with each and every one of the techniques
suggested in the text and has adapted many to suit diverse student demographics in rural, city and inner
city districts.
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TEACH LIKE A CHAMPION: Field Notes from the Masters
BIBLIOGRAPHY
Allen, Richard Howell. 2002. Impact Teaching. Boston, MA. Allyn & Bacon.
ISBN 0-205-33414-8
A text no teacherʼs library should be without. Contains ideas and practical techniques for teachers to
maximize the impact they have student learning as well as a superb section on giving effective directions.
Though rarely discussed in teacher training, the ability to give directions is the key to the kingdom of
learning.
Collins, Jim. 2004. Good to Great. Paradigm Press. Boulder, CO.
ISBN 978-1-932100-66-2
This worthwhile read explores the way good organizations can be turned into ones that produce great,
sustained results. The book contains oodles of stories and examples from the great and not so great. It
also offers a road map to excellence that our schools would do well to consider.
Lemov, Doug. 2010. Teach Like A Champion. San Francisco, CA. Jossey-Bass.
ISBN 978-0-470-55047-2.
Text for this course.
Longman, Longman Advanced American Dictionary, 2005, Pearson Education Limited: Essex,
England.
ISBN 1 405 82111 6
A rave review for a dictionary that offers help for learners of academic English, the language of
opportunity that all learned people speak and write.
Wilson, Kenneth L., Tools for Energized Teaching, 2006, Teacher Ideas Press: Westport, CT.
ISBN 0-325-00770-5.
A collection chock full of practical suggestions for mixing up teaching techniques to peak and maintain
student interest across all disciplines and age levels.
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