Hamblen County Department of Education Based on the work of Author Doug Lemov By PresenterMediacom Technique 1No Opt Out The belief that a sequence beginning with a student unable to answer a question should end with that student ID: 460692
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Slide1
TEACH LIKE A CHAMPION
Hamblen County Department of EducationBased on the work of Author Doug Lemov
By
PresenterMedia.comSlide2
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. Slide3
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
.Slide4
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. Slide5
Technique 4-Format Matters
It’s 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. Slide6
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
.Slide7
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. Slide8
Technique 7-4 M’s
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, don’t retrofit an objective to make the activity fit.
Most Important
-focus on what’s most important.Slide9
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
.Slide10
Technique 9- Shortest Path
All other things equal the shortest path is the best. Take the shortest path, and throw out all other criteria. Slide11
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.Slide12
Technique 11- Draw the Map
Plan the environment to meet the learning goals of the students. Slide13
Technique 12- The Hook
Short, engaging introduction to excite students about learningSlide14
Technique 13- Name the Steps
When necessary give students solution-specific steps by which to work or solve problems of the type you’re presenting. This involves breaking down a complex task into specific steps. 1. Identify the steps. 2. Make them “sticky”
3. Use two stairwaysSlide15
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 Slide16
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. (Don’t 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.Slide17
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
.Slide18
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.Slide19
Technique 18-Checks for Understanding
Should be constant and should be called, “Checks for Understanding and Do Something About it Right Away.”Slide20
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!!Slide21
Technique 20-Exit Ticket
1-3 questionsdesigned to yield data ( Questions are fairly simple and focus on one key part of the objective.) Multiple formats.Slide22
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.Slide23
Technique 22- Cold Call
In order to make engaged participation the expectation, call on students regardless of whether or not they raise their hand.Slide24
Technique 23-Call and Response
You ask a question and the entire class answers out loud in unison.Repeat: what the teacher saysReport: 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
SolveSlide25
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.Slide26
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. Slide27
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.Slide28
Technique 27-Vegas
It’s 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 day’s learning objectives. Short, sweet, and to the point.Slide29
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
.Slide30
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
completed
without direction or discussion
3 to 5
minutes to complete
3. a
written
product
should preview the day’s lesson or review a
recent lessonSlide31
Technique 30-Tight Transitions
The Power of Tight Transitions1 minute x 10 transitions x 200 days =
35
hours of instructional time or
one weekSlide32
Technique 31- Binder Control
1. Have a required binder for students to take notes.2. Require an organizational format.Assign a number to each assignmentUse a student-made table of contentsRequire students to maintain the binder dailySlide33
Technique 32-SLANT
Five Key Behaviors that Maximize Student AttentionSit upListenAsk and answer questionsNod your headTrack the speakerSlide34
Technique 33-On Your Mark
Students should be prepared before class begins. 1. Ensuring Students are On Their Marks2. Be explicit about what students need to start class3. Set a time limit.4. Use a standard consequence
5. Provide tools without consequences to those who recognize the need before class
6. Include homeworkSlide35
Technique 34-Seat Signals
Seat signals should meet the following criteriaWhile seatedNonverbal Specific, unambiguous, and subtle
Response does not distract from learning
5. Explicit and consistentSlide36
Technique 35-Props
Props is public praise for students who demonstrate excellence or exemplify virtues. Slide37
Technique 36-100 Percent
Three principles to ensure consistent follow-through and compliance in the classroom.Use the least invasive form of interventionRelying on firm, calm finesse
.
Emphasize compliance
you can see
. Slide38
Technique 37-What to Do
To be effective, directions should be specific, concrete, sequential
, and
observable
. Slide39
Technique 38-Strong Voice
The Five Principles of Strong VoiceEconomy of language Do not talk over Do not engage
Square up/stand still
Quite power Slide40
Technique 39-Do It Again
Doing it again and doing it right, or better, or perfect is often the best consequence.Slide41
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. Slide42
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.Slide43
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.Slide44
Technique 43-Positive Framing
Making interventions to correct student behavior in a positive and constructive way. Slide45
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. Slide46
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.Slide47
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. Slide48
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. Slide49
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.Slide50
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.Slide51
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.Slide52
Technique 51-Every Minute Matters
Time is water in the desert, a teacher’s most precious resource: to be guarded and conserved. Each every minute of everyday.Slide53
Technique 52-Look Forward
Use an agenda on the board for a lesson or daily plans.Slide54
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 class’s speed in meeting expectations.