Presentation on theme: "Teach Like a Champion (TLC) 49 Techniques That Put Students On the Path To College Doug Lemov (2010) Jossey-Bath Teacher (Publisher)"— Presentation transcript:
Teach Like a Champion (TLC) 49 Techniques That Put Students On the Path To College Doug Lemov (2010) Jossey-Bath Teacher (Publisher)
Presented by: Dr. Gary Greene Professor of Special Education California State University, Long Beach Special Needs Consultant, U.S. State Department, Office of Overseas Schools
What does it mean to be a champion? What words or characteristics do you associate with the term champion?
Champion number 1 ranked, the very best…. focused, disciplined, dedicated…. intense, trained, exceptional…. confident, practiced, artful…. inspirational, amazing….
Workshop objectives: Explore the notion of championship teaching; Discuss the rationale and evidence behind the book Teach Like A Champion; and Share, discuss, view, and model champion teaching techniques (not strategies).
What is the difference between a strategy an a technique? According to Lemov (2010, p.309), a strategy is a decision and a technique is something you practice, hone, and adapt throughout your life.
What is the difference between a strategy and a technique? Artists, athletes, musicians, surgeons, and performers of a thousand other varieties achieve greatness only by their attention to the details of their technique (Lamov, 2010, p. 309).
Workshop objective: By the end of this workshop, each of you should leave with 3-5 teaching techniques that when implemented correctly in your classroom will dramatically increase achievement in your students, potentially close the achievement gap, and better prepare them for success in college.
Rationale and Evidence Behind Teach Like A Champion Is teaching an art or a science? What are the tools (i.e., techniques) of the teaching craft? Can we observe and quantify great teaching? What specific, concrete actions and techniques are associated with champion teachers?
Rationale and Evidence Behind Teach Like A Champion Doug Lemov observed highly effective teachers working with some of the most high need, low achieving children in urban schools. He categorized (n = 9) and identified 49 techniques used by these highly effective teachers (aka Champion Teachers).
Rationale and Evidence Behind Teach Like A Champion Many of the techniques identified in TLC are validated and substantiated by prior research from the 1980s on effective instruction, effective teaching, and direct instruction.
The 9 Categories of TLC 1.Set high academic expectations. 2.Plan instruction that assures academic achievement. 3.Effectively structure and deliver classroom lessons. 4.Effectively engage all students in every lesson.
The 9 Categories of TLC 5. Create a strong classroom culture. 6.Set and maintain high behavioral expectations. 7.Build character and trust in students. 8.Maintain a brisk instructional pace. 9.Challenge students to think critically.
Examples of TLC Strategies Lets take a look at the specific strategies by category and see some of them in action!
Set high academic expectations 1.No opt out 2.Right is right 3.Stretch it 4.Format matters 5.Without apology
Right is Right
Plan instruction that assures academic achievement. 6. Begin with the end 7.4 Ms 8.Post it 9.Shortest path 10.Double plan 11.Draw the map
Effectively structure and deliver classroom lessons. 16.Break it down (aka Task Analysis and Scaffolding) 17.Ratio 18.Check for understanding 19.At bats (aka high/frequent student engagement)
Check for Understanding/At Bats
Effectively structure and deliver classroom lessons. 20.Exit ticket (aka Closure) 21.Take a stand (aka Whole Group Accountability)
Effectively engage all students in every lesson. 22. Cold call 23. Call and response (aka Choral Responding) 24. Pepper 25. Wait time (aka Think Time) 26. Everybody writes (aka Quick Write) 27. Vegas (using song, rhythm, dance etc.)
Vegas (song, rhythm, rhyme)
Create a strong classroom culture. 5 essential principles of classroom culture: Discipline Management Control Influence Engagement
Create a strong classroom culture. 28. Entry routine33. On your mark 29. Do now34. Seat signals 30. Tight transitions35. Props 31. Binder control 32. SLANT
Tight Transitions/Do it Again
Binder Control/Do Now
Set and maintain high behavioral expectations percent41. Threshold 37. What to do42. No warnings 38. Strong voice 39. Do it again 40. Sweat the details
Do it Again/Exit Routines
Build character and trust in students. 43. Positive framing49. Normalize error 44. Precise praise 45. Warm/strict 46. The J factor 47. Emotional consistency 48. Explain why it matters
The J Factor
Maintain a brisk instructional pace. Change the pace Brighten lines All hands Every minute matters (aka ELT/ALT=1.00) Look forward (aka cueing) Work with the clock
Challenge students to think critically. Focus on questioning techniques One at a time Simple to complex Verbatim Clear and concise Stock questions Hit rate
Summary To teach like a champion requires finesse and discretion in the application (e.g., the art of teaching) of the techniques of the craft (e.g., the science of teaching) with the eventual goal of mastery in order to push all children to achieve academic success!
Summary The techniques of TLC were not derived from theory or ideology. The techniques of TLC were derived from effective teacher practice that led to significant closing of the achievement gap in highly challenged schools and students. Many of the techniques are research validated in previous education literature.
Summary The goal of Lamov (2010) is to get as many teachers as possible to apply these techniques in their daily practice to increase student achievement, as well as to adapt and improve them in their own practice.
Closure What have you learned today? What TLC techniques are you currently using in your practice? What new TLC techniques do you plan to use in your practice? Do you think teaching is an art or a science or both?