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Teach Like a Champion Chapter 3- Structuring and Delivering Your Lessons

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Alanna Eimers

on 7 December 2012

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Transcript of Teach Like a Champion Chapter 3- Structuring and Delivering Your Lessons

Break it Down Ratio Teach Like a Champion- Chapter 3 Structuring and Delivering Your Lessons We move gradually toward mastery over time and need to remind ourselves over and over what step comes next. Good drivers check their mirrors every 5 seconds... At Bats Students make judgements during discussion.Keeping students accountable for being mentally engaged. Socratic seminar is a great example. How to Name the Steps 1. Identify the steps: making complex skills transparent to students (Fred Jones VIP).

2. Make them "sticky": What can you do to make them memorable? Poems, songs, catch phrases, acronyms, props, etc.

3. Build the steps: Task analysis of what the students need to be able to do and scaffolding your way up.

4. Use two stairways: parallel teaching.


Proximity, proximity, proximity- engagement and behavior. The Hook A short intro moment that takes interesting elements of the lesson to grab attention.

You may not need a hook for every lesson!

The shorter the better- get to the meat of what you want your students to know! Types of Hooks Story




I Do/ We Do/ You Do Name the Steps Check for Understanding Circulate To Help Circulate Around the Room... Full Access Required: Full access to anyone and anything in the room. No stepping over bags, books, binder, children, "excuse me's" The shift from one step to the next happens as soon as, but not before, students are ready to succeed given the additional independence. Often students are released to independent work before they are ready to do so effectively Students get very good at watching their teacher demonstrate mastery without learning to do it on their own.

There's lots of hard work going on but it's all done by the grown-ups! A Good "I Do"... Include modeling(showing) and explaining (words)

Include student interaction- especially questioning and discussion!

Anticipate "pitfalls": preventative vs. prescriptive

A Good "You Do"... Repetition matters! Very few "get it" immediately!

Go until they can do it on their own.

Use multiple formats- will they be prepared to tackle a task regardless of how it looks?

Use enrichment and differentiation.
Analogy
Props
Media
Status
Challenge The Hook is... Short and engaging

It yields-leads into the main concept

It's energetic and optimistic- Focus on the good and exciting! We need to have these same "steps" available to our students. Board = Paper
Replicating is the first step as you progress to student-driven note taking.
Students need to learn to take notes- not just copy them!
Graphic Organizers Cloze Notes ( Fill in the Blank) Reflection and Discussion Responses Move strategically around the room THROUGHOUT the lesson!
Break the plane: Imaginary line about five feet in front of the whiteboard that runs the length of the room. You want to make it clear to students that you OWN the room! It is normal for you to go anywhere at any time.
Engage: Frequent verbal and non-verbal interactions. Great way to build culture. Move Systematically: Everyone knows you will be by them, not just "that student" when they misbehave. This will limit off task attention when you do move for behavior reasons.
Position for Power: Always have as much sight of the class as possible. Leverage blind spots. Discretely reorient yourself to see the class. Use in response to student error the moment it happens Scaffold back, break it down to the smallest degree possible.





Eliminate false choices Give an example
Cues, questions, or hints
Provide context
Give a rule
Give missing or first step
Repeat the student's answer
Make the students do as much of the thinking as possible!!!!!! Push more of the cognitive work out to the students.

Question, question, question

Discussion, discussion, discussion Question, Question, Question Questioning is data gathering. You have to think about the answers to your questions before you pose them. Observation- standardize how you are gathering data on written assessments ACT on determined gaps through various interventions: small group, one-on-one, grade level RTI Exit Ticket Take a Stand Quick formative assessment to gather data, check for level of understanding, and keep kids mentally engaged and held accountable for until transition time. Repetition of a new skill until mastered!
People master a new skill on the tenth, twentieth, or one thousandth time doing it, not the first. Give students the opportunity to practice.
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