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TEACH LIKE A CHAMPION Hamblen County Department of Education Based on the work of Author Doug Lemov By PresenterMedia.comPresenterMedia.com.

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Presentation on theme: "TEACH LIKE A CHAMPION Hamblen County Department of Education Based on the work of Author Doug Lemov By PresenterMedia.comPresenterMedia.com."— Presentation transcript:

1 TEACH LIKE A CHAMPION Hamblen County Department of Education Based on the work of Author Doug Lemov By PresenterMedia.comPresenterMedia.com

2 Technique 1-No Opt Out The belief that a sequence beginning with a student unable to answer a question should end with that student answering correctly as often as possible.

3 Technique 2-Right Is Right Set and defend a high standard of correctness in your classroom. In holding out for what is right, you set the expectation that the questions you ask and their answers truly matter.

4 Technique 3- Stretch It The sequence of learning does not end with the right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction.

5 Technique 4-Format Matters Its not just what students say that matters, but how they say it. Use format matters to prepare your students to succeed by requiring complete sentences and proficient grammar every chance you get.

6 Technique 5- Without Apology There is no such thing as boring content, only boring instruction. Four ways we are at risk for apologizing for what we teach: Assuming something will be boring. Blaming it. Making it accessible. Apologizing for students.

7 Technique 6- Begin with the End By framing the objective first, you substitute What will my students understand today? for What will my students do today? Frame each lesson by the learning goal, not the material.

8 Technique 7-4 Ms Given the importance of standards, the teacher must strive to make the path to standard attaining proficiency of the standard useful and effective. Manageable-break everything into bite-sized pieces called objectives. Measurable-be able to assess mastery by the end of the class. Made First-design activities to meet the objective, dont retrofit an objective to make the activity fit. Most Important-focus on whats most important.

9 Technique 8-Post-It Post your objective in the same place every day, so that anyone can identify your purpose for teaching that day in plain English.

10 Technique 9- Shortest Path All other things equal the shortest path is the best. Take the shortest path, and throw out all other criteria.

11 Technique 10-Double Plan 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.

12 Technique 11- Draw the Map Plan the environment to meet the learning goals of the students.

13 Technique 12- The Hook Short, engaging introduction to excite students about learning

14 Technique 13- Name the Steps When necessary give students solution-specific steps by which to work or solve problems of the type youre presenting. This involves breaking down a complex task into specific steps. 1. Identify the steps. 2. Make them sticky 3. Use two stairways

15 Technique 14-Board = Paper Teach students how to take notes about they need to retain from your lessons. Copying from the board is the start and then as they grow in the process, they can discern what to include

16 Technique 15-Circulate Move around the classroom to engage and hold students accountable. Break the Plane-Move around the entire room within the first five minutes of every class. (Dont just move around to take care of behavior problems.) Full Access Required- Make sure you can circulate everywhere in the classroom freely. (No backpacks or having to move chairs to get around) Keep passageways wide and clear. Move Systematically-Circulate universally and impersonally and unpredictably!! Position for Power-As you circulate, your goal should be to remain facing as much of the class as possible. discussion.

17 Technique 16-Break It Down Students learn complex skills by breaking them down into manageable steps and, if possible, giving each step a name so that it can be easily recalled. One of the best ways to ensure success with it is to prepare by identifying potential trouble spots and drafting both anticipated wrong answers and possible cues.

18 Technique 17-Ratio The proportion of the cognitive work students do in your classroom is the ratio. Push more and more of the cognitive work out to students as soon as they are ready, with the understanding that the cognitive work must be on-task, focused, and productive.

19 Technique 18-Checks for Understanding Should be constant and should be called, Checks for Understanding and Do Something About it Right Away.

20 Technique 19-At Bats Teach them the basics of how to hit, and then get them as many at bats as you can. Practice after practice!!

21 Technique 20-Exit Ticket 1-3 questions designed to yield data ( Questions are fairly simple and focus on one key part of the objective.) Multiple formats.

22 Technique 21-Take A Stand This involves pushing students to actively engage in the ideas around them by making judgments about the answers their peers provide. The key is having them defend and explain their answers.

23 Technique 22- Cold Call In order to make engaged participation the expectation, call on students regardless of whether or not they raise their hand.

24 Technique 23-Call and Response You ask a question and the entire class answers out loud in unison. Repeat: what the teacher says Report: Those who have finished the problems or questions on their own are asked to report their answers back. Reinforce: You reinforce new information or a strong answer by asking the class to repeat it. Review Solve

25 Technique 24- Pepper A teacher tosses questions to a group of students quickly, and they answer back. No discussion! If an incorrect answer is given, the teacher asks another student the same question. Head to head. Sit down.

26 Technique 25- Wait Time Wait Time refers to the technique of delaying a few strategic seconds after you finish asking a question and before you ask a student to begin answering it.

27 Technique 26- Everybody 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.

28 Technique 27-Vegas Its the sparkle, the moment during class when you might observe some production value: music, lights, rhythm, dancing. It reinforces not just academics generally but one of the days learning objectives. Short, sweet, and to the point.

29 Technique 28-Entry Routine Your entry routine describes how you expect students to enter the classroom and how the class session begins. A good entry routine is planned to proceed quickly and automatically with little or no narration by the teacher. It becomes part of the classroom culture. The objectives, agenda, and homework assignments should already be posted in a consistent and predictable place.

30 Technique 29- Do Now A Do Now is a short activity that is written on the board or is waiting on the table by the door when the students enter. Four Criteria for Focus, Efficiency, and Effectiveness 1.completed without direction or discussion 2.3 to 5 minutes to complete 3. a written product 4.should preview the days lesson or review a recent lesson

31 Technique 30-Tight Transitions The Power of Tight Transitions 1 minute x 10 transitions x 200 days = 35 hours of instructional time or one week

32 Technique 31- Binder Control 1. Have a required binder for students to take notes. 2. Require an organizational format. Assign a number to each assignment Use a student-made table of contents Require students to maintain the binder daily

33 Technique 32-SLANT Five Key Behaviors that Maximize Student Attention Sit up Listen Ask and answer questions Nod your head Track the speaker

34 Technique 33-On Your Mark Students should be prepared before class begins. 1. Ensuring Students are On Their Marks 2. Be explicit about what students need to start class 3. Set a time limit. 4. Use a standard consequence 5. Provide tools without consequences to those who recognize the need before class 6. Include homework

35 Technique 34-Seat Signals Seat signals should meet the following criteria 1.While seated 2.Nonverbal 3. Specific, unambiguous, and subtle 4.Response does not distract from learning 5. Explicit and consistent

36 Technique 35-Props Props is public praise for students who demonstrate excellence or exemplify virtues.

37 Technique Percent Three principles to ensure consistent follow-through and compliance in the classroom. Use the least invasive form of intervention Relying on firm, calm finesse. Emphasize compliance you can see.

38 Technique 37-What to Do To be effective, directions should be specific, concrete, sequential, and observable.

39 Technique 38-Strong Voice The Five Principles of Strong Voice Economy of language Do not talk over Do not engage Square up/stand still Quite power

40 Technique 39-Do It Again Doing it again and doing it right, or better, or perfect is often the best consequence.

41 Technique 40-Sweat the Details The key to Sweat the Details is preparation. Planning for orderliness means putting systems in place in advance that make accomplishing the goal quick and easy.

42 Technique 41-Threshold The most important moment to set expectations in your classroom is the minute when your classroom students enter or, if they are transitioning within a classroom, when they formally begin their lesson.

43 Technique 42-No Warnings The behavior that most often gets in the way of taking action is the warning. Giving a warning is not taking action; it is threatening that you might take an action and therefore is counterproductive. Warnings tell students that a certain amount of disobedience will not only be tolerated but is expected.

44 Technique 43-Positive Framing Making interventions to correct student behavior in a positive and constructive way.

45 Technique 44-Precise Praise Positive reinforcement is one of the most powerful tools in every classroom. Most experts say it should happen three times as often as criticism and correction.

46 Technique 45-Warm/Strict As teachers, we must be both: caring, funny, warm, concerned, and nurturing – and also strict, by the book, relentless, and sometimes inflexible.

47 Technique 46- The J Factor The finest teachers offer up their work with generous servings of energy, passion, enthusiasm, fun, and humor – not necessarily as the antidote to hard work but because those are some of the primary ways that hard work gets done.

48 Technique 47-Emotional Consistency First, modulate your emotions. Next, tie your emotions to student achievement, not to your own moods or the emotions of the students you teach.

49 Technique 48-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.

50 Technique 49-Brighten Lines Bright, clear lines at the beginning and end of your instruction. It also improves pacing because the first and last minute of any activity play a large role in shaping students perceptions. Get your activities off to a clean start, and students will perceive them to be energetic and dynamic.

51 Technique 50-All Hands Managing questions, requests, and comments that are either off task or persist on a topic you are ready to dispense with.

52 Technique 51-Every Minute Matters Time is water in the desert, a teachers most precious resource: to be guarded and conserved. Each every minute of everyday.

53 Technique 52-Look Forward Use an agenda on the board for a lesson or daily plans.

54 Technique 53-Work the Clock Count it down, parcel it out in highly specific increments, announcing an allotted time for each activity, and allowing you to continually set goals for you classs speed in meeting expectations.


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