TEACH LIKE A CHAMPION
2.0
Fontana Unified School District
Department of Induction & Credentialing
October 18, 2019
Based on the work of Author Doug Lemov
CSTP 4.4
PLANNING INSTRUCTION THAT
INCORPORATES APPROPRIATE STRATEGIES TO MEET
THE LEARNING NEEDS OF ALL STUDENTS
DO NOW ASSIGNMENT
 Read pages
2-3
(beginning with last paragraph on page 2)
 Identify two
OBJECTIVE
 Participants will be introduced to a variety of techniques that are
presented in concrete and actionable ways to allow for
immediate use by teachers in any classroom.
ESSENTIAL QUESTION
 What might this look like in YOUR classroom?
TECHNIQUE 31EVERY MINUTE MATTERS,
PAGE 224
 Time is water in the desert, a teacher’s most precious
resource: to be guarded and conserved. Teach every
minute of every day.
SAMPLE TASK…
 With your table group, answer the following WORD
PROBLEM…
 If you waste the first three minutes and the last three
minutes of instruction during 180 days of school, how
many hours of instruction will be lost by the end of the
school year?
SKIM THE TEXT
 Read pages 226-230
 Highlight the text…
 Underline any “Ah Ha’s” that you would like to
 Place a “?” next to anything you have questions about
 Place an “X” next to material that you do not want to
implement
BACK-POCKET QUESTIONS &
LOOKING FORWARD
 Back-pocket questions: They can be
reading/writing/collaborative discussions before you start
the class or in the waning minutes before the end of a
lesson or activity
 Looking Forward: Ask a question and before students can
respond, they must read, write, or collaborate with a group
before the answer is given or shared out.
 ***You can also have a Mystery Activity embedded into
each lesson to keep students engaged.
HAND-OUT/COLLABORATION
 Please complete the hand-out for additional ways to use
“Back Pocket Activities”, “Back-Pocket Questions”, or ways
to “Look Forward” in your classroom so that “Every Minute
Matters”
 Work 3 minutes independently, then work 3 minutes with a
partner/group
TECHNIQUE 19-DOUBLE PLAN,
PAGE 143
 It is as important to plan for what students will be
doing during each phase of your lesson as it is to
plan for what you will be doing.
TECHNIQUE 28-BRIGHTEN LINES,
PAGE 211
ESSENTIAL QUESTION
 What might this look like in YOUR classroom?
TECHNIQUE 27-CHANGE THE PACE
 Instead of changing topics every ten to fifteen
minutes, which is distracting, confusing, and
unproductive change the format of the work every
ten to fifteen minutes as you seek to master a
single topic.
TECHNIQUE 37EVERYBODY WRITES
 Set your students up for rigorous engagement by
giving them the opportunity to reflect first in
writing before discussing. Students remember
twice as much of what they are learning if they
write it down.
TECHNIQUE 25-AT BATS, PAGE 188
“Teach them the basics of how to hit, and then get
them as many at bats as you can.”
WHICH STRATEGIES YIELD THE
MOST “AT BATS” ?
 Student answers in notebook/worksheet
 Student volunteer
 Teacher selects student to answer
 Productive Partnering
 Equity sticks / random
TECHNIQUE 11-NO OPT OUT,
PAGE 90
No Opt Out Example
CLOSURE- (RCI)
 REFLECT- Which strategies are the most applicable to your
teaching assignment and current needs?
 COLLABORATE- Network with your cohort to discuss the
individual strategies that you are willing to try before the next
PD Session.
 IMPLEMENT- Begin to fill out your implementation plan with
the strategies from the training. Be prepared to discuss/revisit
these individual strategies on November 28, 2016 at the next
Collaboration Meeting.