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Copy of Teach Like a Champion: 49 Techniques That Put Students on th
Transcript of Copy of Teach Like a Champion: 49 Techniques That Put Students on th
Setting High Academic Expectations
Building Character and Trust
In Chapter 7, Lemov describes seven techniques for building trust and
character. All of these techniques focus on communication.
is said is as important as
it is said. A techniques that illustrates this is
, as illustrated in the video clip.
Engaging Students in Your
The techniques in this chapter enable a teacher to keep the students not just focused but actively involved in the learning.
is a technique discussed in this chapter and is illustrated in the video. Cold calling enables the teacher to control the pace of the lesson and to get responses from a broader number of students in the class.
There are nine chapters in the book. Seven chapters are devoted to describing the 49 teaching techniques from Lemov's taxonomy. I will highlight a technique from each of these chapters.
Planning that Ensures Academic Achievement
The techniques in this chapter are not ones you will use in front of your classroom, but rather
when you are planning units and lessons. According to Lemov, a teacher must begin with the
objective and then work backward to building the lesson along with a short, daily assessment of
what the students have learned. This video clip discusses
; this means planning for
the lesson and also planning what the students will do.
Creating a Strong Classroom Culture
In this chapter, Lemov describes eight techniques a teacher can use to build a strong classroom
culture. Lemov says classroom culture is built on five main prinicples: discipline, management,
control, influence, and engagement and he describes each of these in the chapter. One of these
techniques is called
. It is sung to you beautifully by this young man in the video clip.
Structuring and Delivering Your Lessons
Setting and Maintaining High Behavioral Expectations
Doug Lemov's mission has been to close the education achievement gap between
students from low-income families and students from high-income families. So, who
is Doug Lemov and why would you want to read his book?
Doug Lemov started out as a teacher of English and history. He has taught at the
university, high school, and middle school levels. Lemov began by looking at data which
compared academic peformance and the poverty index at schools around the country
and found something surprising. There was a small group of schools in this data where
the poverty index was high, but students performance at the school was
also high. He wondered what the teachers at those schools were doing
to make this happen. To find out, he went to these teachers' classrooms
and observed them in action. This book is the culmination of Doug
Lemov's multi-year study of these successful teachers and the
techniques that they use in their classrooms every day. It is essentially
a catalogue of teaching techniques that teachers can use to increase
student achievement. Doug calls it his taxonomy of effective
Lemov states that research shows high academic expectations are the driver of high student achievement. This video clip shows the
No Opt Out
technique. This is the way the teacher responds when a student does not know an answer.
In this chapter, Lemov discusses ten techniques for structuring and delivering your lessons by following the "I, We, You" progression. Lemov shares four "I" techniques, three "We" techniques, and three "You" techniques.
is one of Lemov's "I" techniques. In order to keep students engaged in the lesson and hold them responsible for their learning, the teacher moves around the room to maintain proximity to each student while they are learning and observe students as they are working. This is similar to Marzano's concept of proximity for classroom management.
In this chapter, Lemov discusses seven techniques teachers can use to keep students on their best behavior. In this video clip, the teacher is demonstrating the technique called
Chapter 8 discusses improving your pacing. However, Lemov says this is not so much about the pace of the lesson as it is about the students' perception of the lesson's pace. In other words, a lesson that is broken down and delivered in 6 smaller chunks rather than 3 larger chunks is perceived by students to be moving along at a faster pace.
Chapter 9 discusses questioning techniques teachers can use to help students think critically. Lemov says teachers must learn how to organize questions into a certain order that will lead the student toward understanding. Lemov compares a sequence of questions to the stairs in a staircase. When students first start climbing the stairs, their footsteps may be tentative and they may look at their feet. However, as they continue climbing, their footing becomes more sure and they begin looking ahead instead of down.
Added bonus for the visual and auditory learners out there
: There is a DVD with the book that has short video clips which illustrate each technique in the book.
Book Report Presenation by