Transcript Teach Like a Champion

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
[email protected]
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 1980’s 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
Let’s 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
Right is Right
Stretch It
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.
12. Name the steps (aka 5 step lesson
plan)
13. The hook (aka Anticipatory Set)
14. Board=Paper (aka Guided Notes)
15. Circulate (aka Frequent
Monitoring)
The Hook: Anticipatory Set
Circulate
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.)
Cold Call
Pepper
Pepper
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 routine
33. On your mark
29. Do now
34. Seat signals
30. Tight transitions 35. Props
31. Binder control
32. SLANT
Tight Transitions/Do it Again
Binder Control/Do Now
Props/Joy Factor
Set and maintain high behavioral
expectations.
36. 100 percent
41. Threshold
37. What to do
42. No warnings
38. Strong voice
39. Do it again
40. Sweat the details
100%
100%
Do it Again/Exit Routines
Build character and trust in students.
43. Positive framing 49. Normalize error
44. Precise praise
45. Warm/strict
46. The J factor
47. Emotional consistency
48. Explain why it matters
Warm/Strict
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
All Hands
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?
Closure
Now go out and Teach Like a
Champion!