Welcome! Today’s Schedule 8:30-9:00Coffee 9:00Mixer and Introduction of PLC Team What does it look like to Teach Like a Champion? 10:00Break 10:15Teach Like a Champion overview Technique Session 1 11:30Lunch-Add to Google Doc PowerPoint 1:00Reflection 2:15Break 2:30Technique Session 2 2:30Break 2:45Technique 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 Michele Harris Jayne Burton Eddie Salas Steve Pena

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-ItPaint-ItSing-It Dance-ItTech-ItCollage-It Write-ItAct-ItDraw-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

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 high- performing 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 

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 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:

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?  Teachers/Home/ Teachers/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 The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them. ~Author Unknown Who dares to teach must never cease to learn. ~John Cotton Dana The secret of teaching is to appear to have known all your life what you just learned this morning. ~Author Unknown