Welcome!
Today’s Schedule
8:30-9:00
Coffee
9:00
Mixer and Introduction of 2011-2012 PLC Team
What does it look like to Teach Like a Champion?
10:00
Break
10:15
Teach Like a Champion overview
Technique Session 1
11:30
Lunch-Add to Google Doc PowerPoint
1:00
Reflection
2:15
Break
2:30
Technique Session 2
2:30
Break
2:45
Technique Session 3
Reflection and What’s Next?
Wrap-Up
Teach Like A Champion:
49 Techniques that Put Students
on the Path to College
By Doug Lemov
Boerne-Samuel V. Champion
High School
PLC
August 15, 2011
Michele Mills
Eddie Salas
Michele Harris
Steve Pena
Jayne Burton
What Does Teaching Like a
Champion Look Like?
• This is a multi-modal opportunity to display your
knowledge.
• Choose from the following techniques for your
group presentation:
Sculpt-It
Paint-It
Sing-It
Dance-It
Tech-It
Collage-It
Write-It
Act-It
Draw-It
Activity Parameters
• You have 15 minutes to show through your
chosen medium what great teaching is.
• There are limited resources on the table.
• Each group will have 2 minutes to make their
presentations.
Share-Out
What does it look like to
TEACH LIKE A
CHAMPION?
That was AWESOME!
Time for a Break
Book Introduction
http://www.youtube.com/watch?v=r1CMvuFLfxc
About the Author, Doug Lemov
• Taught English and history at university, high
school, middle school levels
• MBA from Harvard Business School
• Founder/Principal of the Academy of the Pacific Rim
Charter School in Boston
• Managing Director, Uncommon Schools
 16 college prep charter high need schools in NY/NJ
• President of School Performance
 Organization helping schools use data for decision
making
• Vice President for Accountability at the State
University of New York Charter Schools Institute
Teaching Like A Champion
• Building systems of classroom culture and
instruction
• Taxonomy of effective teaching practices
• Micro-techniques that make all the difference in
student learning
• Techniques vs. strategy:
 A thing you say or do in a particular way vs. a
generalized approach
• Transforming students at risk of failure into
achievers and believers
The Essential Techniques

Setting High Academic Expectations

Planning that Ensures Academic Achievement

Structuring and Delivering Your Lessons

Engaging Students in Your Lessons

Creating a Strong Classroom Culture

Setting and Maintaining High Behavioral Expectations

Building Character and Trust

Improving Your Pacing : Additional Techniques for
Creating a Positive Rhythm in the Classroom

Challenging Students to Think Critically
The Five Principles of Classroom Culture
1. Discipline
2. Management
3. Control
4. Influence
5. Engagement
The Synergy of the Five Principles
Teaching Techniques
• Tight Transitions (154)
• Entry Routines (151)
• Props (163)
• Do Now (152)
Share-out/Reflection
• Think-Group-Share
 Think of how you would use these techniques in
your class.
 Share with your small group.
 During lunch:
• Log onto BISD Google Apps
• Edit the PowerPoint, “Creating a Champion
Classroom Culture,” by adding your group notes to
a group slide.
Lunch
• Do not forget to create
your group slide by
editing our Google Doc!
Taking a Look Back
Reflecting on your teaching
experiences from last school
year:
• What do you need to STOP doing?
• What do you need to CHANGE?
• What is working so well that you want to
SHARE it with the world?
Share-Out
• Voice Matters!
• What do you need to STOP doing?
• What do you need to CHANGE?
• What is working so well that you want to
SHARE it with the world?
Setting High Academic
Expectations
• Living up to our school name.
• “Everybody learns in a highperforming classroom, and
expectations are high even for
students who don’t yet have high
expectations for themselves” (28).
No Opt Out (28)
• High expectations for all
students
• “It’s not okay not to try.”
• Sequence of helping
reluctant students answer
questions and participate
successfully
• A technique that normalizes
the process with students
who need it the most.
• Four different formats
 Clip 1

http://www.youtube.com/watch?v=UwnGusgqDEc
No Opt Out (28)
• Possible reasons that students might opt out of
answering a question you have asked:
 A student is actively testing or defying you.
 A student is trying not to stand out in the
classroom.
 A student genuinely does not know the answer.
 A student is embarrassed to not know the
answer.
 A student did not hear you when you asked.
 A student did not understand what you asked.
Right is Right (35)
• High standard for
correctness: 100%
• Hold out for all the way
correctness
• Use positive language
Students:
• Right answer, right time
• Use technical
vocabulary
 Clip 3
Format Matters (47)
• Grammatical Format
• Complete Sentences
• Sentence starters
• Reminders
• Audible Format
• “Voice”
• Unit Format (math and science)
Example of Right is Right
and Format Matters
Renatta Gass is out with friends
when they find themselves getting
a workout. They must apply a
cumulative force of 1080 N to
push the car 218 m to the nearest
gas station. How much work was
done on the car?
Share-Out/Reflection
• Think-Group-Share
 Think of how you would use these techniques in
your class.
 Share with your small group.
 Share with the large group.
Break
• Scavenger Hunt Images
Engaging Your Students
Engaging Your Students
• Carry-over from Eric Jensen’s Brain-Based
Learning
• Engaging students makes them feel as if they
are active participants in the lesson.
• Focused involvement in the classroom.
• Students should not only be engaged in the
class, but in the work of the class.
• Be careful of substituting “frills” for
SUBSTANCE!
Cold Call (111)
• Predictable – anticipation keeps students engaged
• Systematic – universal not personal
• Positive – fosters positive engagement
• Scaffolded – simple to harder questions
 Clips 7-8
Cold Call Technology
• Teacher’s Pick iPhone App
 Thanks to Rhonda Booth for the tip!
• When you come across something great!
Share it on the Champion PLC Wiki:
http://championpd.wikispaces.com/
Stretch It (41)
• Rewarding right answers with more
questions
• Used to check for understanding
• Challenge students to apply their
knowledge.
• Ask how or why
• Ask for another way to answer
• Ask for a better word
• Ask for evidence
• Ask students to integrate a related
skill
• Students apply skills in new setting
 Clip 4
Everybody Writes (137)
• Model…Model…Model!!!!!!
 Show the type of writing that is required by your
discipline.
 Expect students to “format.”
• Reflect in writing before discussing
 “I write to know what I think.”~Joan Didion
• Every student participates
• Thought refining process
• Students remember twice as much
 Clip 12
Exit Tickets (106)
• Make it quick
• Data, Data, and more Data
• Opportunity to analyze your lesson
Every Minute Matters (230)
• We know the expectation
• WORK BELL TO BELL!
• Time is precious and should not be given away
blithely.
 “We don’t have time to start anything new.”
 “We worked hard, so I’m giving you all a few
minutes to relax.”
• Use the time for high-energy review.
• Use the time to pose challenges.
Share-Out/Reflection
• On a Post-It note pick one technique and
describe how you will use it in your classroom.
• Slap your Exit Ticket on one of the posters
by the lobby doors.
• We will discuss the responses after the break.
Break
• Scavenger Hunt Images
Follow-Up
• Exit Tickets
A Little Extra Tip:
•
Did you know that the Post-It Note folks have a great website
for lessons using Post-It Notes?
 http://teachers.post-it.com/wps/portal/3M/en_US/Post-itTeachers/Home/
What’s Next?
Champion Teachers using
Champion Techniques
• Read the book!
 We’ve given you the 3-D trailer! There are three
dozen more techniques to explore (and a part 2).
• Invitations/Requests to visit classes
 Colleagues visiting each others’ classrooms to
get great teaching tips
• Documenting through video
 Sharing through a “Flip-Out”
• Great teaching techniques in action archived for
posterity.
Final Thoughts and Wrap-Up
A good teacher is like a candle
- it consumes itself to light the
way for others. ~Author Unknown