Champion`s Teach Like a Champion
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Transcript Champion`s Teach Like a Champion
Welcome!
Today’s Schedule
8:30-9:00
Coffee
9:00
Mixer and Introduction of 2011-2012 PLC Team
What does it look like to Teach Like a Champion?
10:00
Break
10:15
Teach Like a Champion overview
Technique Session 1
11:30
Lunch-Add to Google Doc PowerPoint
1:00
Reflection
2:15
Break
2:30
Technique Session 2
2:30
Break
2:45
Technique 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
Eddie Salas
Michele Harris
Steve Pena
Jayne Burton
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-It
Paint-It
Sing-It
Dance-It
Tech-It
Collage-It
Write-It
Act-It
Draw-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
http://www.youtube.com/watch?v=r1CMvuFLfxc
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 highperforming 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
http://www.youtube.com/watch?v=UwnGusgqDEc
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
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:
http://championpd.wikispaces.com/
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?
http://teachers.post-it.com/wps/portal/3M/en_US/Post-itTeachers/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
A good teacher is like a candle
- it consumes itself to light the
way for others. ~Author Unknown