Teach Like a Champion: 49 Techniques That Put Students on the Path to College by Doug Lemov Learning Support Services AISD 2013 Technique 1: No Opt Out • Format 1:You provide the answer; the student repeats the answer • Format 2: Another student provides the answer; the initial student repeats the answer • Format 3:You provide a cue; your student uses it to find the answer • Format 4: Another student provides a cue; the initial student uses it to find the answer Setting High Academic Standards Technique 2: Right is Right • Set and defend a high standard of correctness in your classroom video clip 3 here Setting High Academic Standards Technique 3: Stretch It • The sequence of learning does not end with a right answer • Reward right answers with follow-up questions • Follow up questions: ▫ ▫ ▫ ▫ How? Why? What’s another way to say____? What’s another way to answer the question? Setting High Academic Standards Technique 4: Format Matters • Both you and students : ▫ use correct grammar ▫ use complete sentence format ▫ do not use “naked numbers” in math or science Setting High Academic Standards Technique 5: Without Apology • Assuming something is boring • Blaming it • Making it “accessible” Setting High Academic Standards Technique 6: Begin with the End 1. Progress from unit planning to lesson planning 2. Use a well-framed objective to define the goal of each lesson 3. Determine how you’ll assess your effectiveness in reaching your goal 4. Decide on your activity Planning that Ensures Academic Achievement Technique 7: 4 Ms • Manageable- an effective objective can be taught in one lesson • Measurable- how will you know if students have met the goal? • Made First – the standard should be broken down into strategic daily objectives • Most Important – what’s most important on the path to college? Planning that Ensures Academic Achievement Technique 8: Post It • Post you objective in the same place every day • Can students identify your purpose for teaching? • Use plain English as much as possible Planning that Ensures Academic Achievement Technique 9: Shortest Path • Use Occam’s Razor as your rule of thumb • What will get your students to master the objective best and fastest? • Use a variety of strategies during a lesson – discussion, hands-on, group work, independent work, etc. Planning that Ensures Academic Achievement Technique 10: Double Plan • Good lesson planning requires specificity ▫ Plan your questions ▫ How will you model? ▫ What will student do while you model? Planning that Ensures Academic Achievement Technique 11: Draw the Map • How do you control the physical environment? • When should students interact? • Which kinds of interactions support different lesson objectives? Planning that Ensures Academic Achievement Technique 12: The Hook • A short moment to introduce the lesson ▫ ▫ ▫ ▫ ▫ ▫ ▫ story riddle picture analogy prop media challenge Structuring and Delivering Your Lessons Technique 13: Name the Steps • • • • Identify the steps Make them “sticky” Build the steps Use two stairways Structuring and Delivering Your Lessons Technique 14: Board = Paper • Students have to learn how to be students • Scaffold note-taking • Make sure students have an exact copy of what they need Structuring and Delivering Your Lessons Technique 15: Circulate • • • • • Break the plane Full access required Engage when you circulate Move systematically Position for power Structuring and Delivering Your Lessons Technique 16: Break it Down • • • • • • Provide an example Provide context Provide a rule Provide the missing (or first) step Rollback Eliminate false choices Structuring and Delivering Your Lessons Technique 17: Ratio • Ratio = the proportion of cognitive work students do in your classroom • Ways to up your ratio: ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ Unbundle Half statement What’s next? Feign ignorance Repeated examples Rephrase or add on Whys and Hows Supporting evidence Batch process Discussion objectives Structuring and Delivering Your Lessons Technique 18: Check for Understanding • Types of questions – use open-ended questions • Observation ▫ standardize what you are looking at ▫ provide clear work spaces ▫ check throughout the lesson •React quickly to the data you collect during the lesson Structuring and Delivering Your Lessons Technique 19: At Bats • Go until they can do it on their own • Use multiple variations and formats • Grab opportunities for enrichment and differentiation Structuring and Delivering Your Lessons Technique 20: Exit Ticket • It’s quick – 1-3 questions • Designed to yield data • Make great Do Nows (Technique 29) Structuring and Delivering Your Lessons Technique 21: Take a Stand • Can be evaluative (Who agrees the answer is 7?) • Can be signaled through a signal (Show me on your hands what you think the remainder is.) • Ask students to defend their answers or explain their thinking Structuring and Delivering Your Lessons Technique 22: Cold Call • Call on students regardless of whether they have they hand raised • If you regularly call on students without raised hands, students will come to expect it • Use appropriate wait time (Technique 25) Engaging Students in your Lessons Technique 23: Call and Response Used for 3 primary goals: • Academic review and reinforcement • High-energy fun • Behavioral reinforcement 5 Types of Call and Response: 1. 2. 3. 4. 5. Repeat Report Reinforce Review Solve Structuring and Delivering Your Lessons Technique 24: Pepper • Fast-paced, group oriented • Used to reinforce skills, not teach new skills • This is not the time to stop and discuss answers Structuring and Delivering Your Lessons Technique 25: Wait Time video clip 11 Structuring and Delivering Your Lessons Technique 26: Everybody Writes • Allows you to select effective responses to begin discussion • Allows you to cold call since you know everyone is prepared • All students can be part of the conversation • Processing through writing improves quality of students’ ideas • You can steer students in a direction you think is useful • Students remember twice as much of what they are learning if they write it down Structuring and Delivering Your Lessons Technique 27: Vegas • Use with care so they do not take students off task and do more harm than good • Meets same objective as the lesson • Like a faucet, you turn it on and turn it off – you are in control Structuring and Delivering Your Lessons Technique 28: Entry Routine • More effective for students to pick up materials as they come in the room then for you to pass them out • Combine with Do Now (Technique 29) Creating a Strong Classroom Culture Technique 29: Do Now • • • • • Activity students complete as they enter the room No teacher direction needed Should take 3-5 minutes Produces a written product Previews the day’s lesson Creating a Strong Classroom Culture Technique 30: Tight Transitions • Transitions occur with people or materials are moving from place to place • Teach students the routine one step at a time • If you could cut one minute from each of ten transitions in a day, how much time more instructional time would you have in a day? In a week? Creating a Strong Classroom Culture Technique 31: Binder Control • Have a required place where students take notes and keep handouts • Have a required format for organizing papers in the binder Creating a Strong Classroom Culture Technique 32: SLANT • • • • • Sit up Listen Ask and answer questions Nod your head Track the speaker Creating a Strong Classroom Culture Technique 33: On Your Mark • Students must be prepared with all materials at the beginning of class • Strategies to help students make the mark: 1. Be explicit about what students need to start class (list of no more than 5 things) 2. Set a time limit 3. Use a standard consequence 4. Provide tools without consequence (pencil, paper, etc) 5. Include homework Creating a Strong Classroom Culture Technique 34: Seat Signals • Managing requests to use the restroom can interrupt learning • You should only respond to a request when a student uses the appropriate signal • Consider clear rules for when students may use the restroom during a lesson Creating a Strong Classroom Culture Technique 35: Props • Public praise for a student who demonstrates excellence or exemplifies expectations • Props should be: ▫ ▫ ▫ ▫ Quick Universal Enthusiastic Evolving Creating a Strong Classroom Culture Technique 36: 100 Percent • If less than 100% of students are complying with your request, your authority is subject to interpretation, situation, and motivation Video clip 15 Setting and Maintaining High Behavioral Expectations Technique 37: What to Do • Directions should be: ▫ ▫ ▫ ▫ Specific Concrete Sequential Observable Setting and Maintaining High Behavioral Expectations Technique 38: Strong Voice 1. 2. 3. 4. 5. Economy of language Do not talk over Do not engage Square up/Stand still Quiet power Setting and Maintaining High Behavioral Expectations Technique 39: Do It Again Is effective for seven reasons: 1. 2. 3. 4. 5. 6. 7. Shortens feedback loop Sets a standard of excellence, not just compliance No administrative follow-up Group accountability It ends with success Logical consequences It is reusable Setting and Maintaining High Behavioral Expectations Technique 40: Sweat the Details When people perceive their environment as orderly and safe, they work to preserve it • Clean up clutter • Keep desk rows tidy • Have your materials ready to go Setting and Maintaining High Behavioral Expectations Technique 41: Threshold • Greet students as they enter the room by name • Allow your personality to come out Setting and Maintaining High Behavioral Expectations Technique 42: No Warnings • Often, if you are angry with students, you have waited too long to address issues • Giving a warning is not taking an action, it is a threat that you might take an action • Warnings tell students that a certain amount of disobedience is acceptable • A consequence is not necessary every time you address a negative behavior Setting and Maintaining High Behavioral Expectations Technique 43: Positive Framing • Make corrections consistently and positively • Narrate the world you want students to see while you’re improving it • This is not avoiding negative behaviors, but addressing them in a positive way Building Character and Trust Technique 44: Precise Praise • Differentiate acknowledgment and praise • Praise & acknowledge loud, fix soft • Praise must be genuine Building Character and Trust Technique 45: Warm/Strict • Explain to students why you’re doing what you’re doing • Distinguish between behavior and people • Demonstrate the consequences are temporary • Use warm, nonverbal behavior Building Character and Trust Technique 46: The J-Factor • Bring joy to the classroom through activities such as: ▫ ▫ ▫ ▫ ▫ Fun and games Us (and them) Drama, song, and dance Humor Suspense and surprise Building Character and Trust Technique 47: Emotional Consistency • Modulate your emotions at school • Tie your emotions to student achievement, not your own moods Building Character and Trust Technique 48: Explain Everything • Explain your logic behind your decisions • Clear, logical, rational expectations • Justify why students have to complete a task Building Character and Trust Technique 49: Normalize Error • Wrong answers: Don’t chasten, don’t excuse • Right answers: Don’t flatter, don’t fuss Building Character and Trust Now What? • Do not try to implement all 49 Techniques at once • Choose 2 or 3 Techniques to start with • Add a few Techniques at a time, building your capacity and your success rate Evaluation Please complete the survey at the link below. 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