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Teach Like a Champion

Raising Academic Expectations

Rob Reetz

on 5 January 2015

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Transcript of Teach Like a Champion

Teach Like a Champion
No Opt Out
Cold Call
49 Techniques that put students on the path to College
No Opt Out is the belief that any sequence beginning with a student unable (or unwilling) to answer a question should end
with that student giving the right answer as often as possible (even if it is only to repeat the correct answer).
4 basic formats:
You provide the answer, the student repeats it

Another student provides the answer, the initial student repeats the answer

You provide a cue, your student uses it to find the answer

Another student provides the cue,' the initial student uses it to find the answer.
Format Matters
One of the first things kids learn is that
"I don't know" often gets them off the hook.
Lemov says Cold Call is the most powerful technique in his book for driving universal achievement.
Instead of one student answering each of your questions, all of your students answer all of your questions
The Benefits of the Cold Call Technique
It's critical to be able to check what any student's level of mastery is at any time.

Cold Call increases speed of your pacing (you no longer have a delay after you ask "can anyone tell me what one cause of World War I was?"

Cold Call communicates to the kids that you want to know what they have to say and that the work in your classroom will be shared by all.

If students know they are likley to be called upon to respond to class work, they have a strong incentive to do that work in anticipation of this probability.
Cold Call must be positive. The goal is for the student to get the answer right, not learn a lesson for getting it wrong!
Cold Call questions can be scripted and scaffolded to instill confidence.

The technique works best if it is done daily and at the beginning of class.
Right is Right
Without Apology
Right is right is about the differences between
partially right and all the way right.
Many teachers respond to almost-correct answers students give in class by adding details of their own to make it fully correct even though the student did not provide it and may not recognize the differentiating factor (see P. 105).
"The complete sentence is the battering ram that knocks down the door to college."
"It's not just what students say that matters but how they communicate it.

To succeed, students must take their knowledge and express it in the "language of opportunity."

We can validate home languages and the slang commonly used in youth culture, but we must always ask students to translate their words into the culture of school.
Setting High Academic Expectations
1. They assume or express something will be boring and students won't like it.
2. They assign and express blame to an outside entitity for the
appearance of certain content in their class.
3. They outright change content (and lower rigor) with the intent
of teaching higher interest curriculum. (see P. 140, 142)
In order to make engaged participation the expectation, we should commit to and express to students a culture of calling on anyone in class regardless of whether they have their hands raised.
When students are used to being asked to participate, they react to it as if it were a normal event and this allows you to get a focused, honest and reliable answer.
Sometimes the way we talk about expectations inadvertently lowers them. There are 3 ways teachers are at risk for apologizing for what they teach
1. Assume students will think content is boring
2. Assign blame for having to teach some content
3. Unintentionally lower rigor in the name of
"increasing student interest."
Planning that Ensures Academic Achievement
Structuring & Delivering Your Lessons
Engaging Students in your lessons
Begin with the end
4 M's
Shortest Path
Draw the Map
Double Plan
The Hook
Name the Steps
Check for Understanding
Break it down
At Bats
Exit Ticket
Call & Response
Wait Time
Everybody Writes
What do I want my students to know or be able
to do by the end of my lesson?
It is not good practice to plan lessons singly the day before.
Given four realistic classroom scenarios, the learner will correctly name and apply a Teach Like a Champion strategy for setting high academic expectations.
Criteria for writing objectives
Strong Voice
Become a learning architect who builds a measurable sequence of objectives!
Imagine if a piloted flew like teachers teach...
Most Important
Made First
an objective should be written so that your success in achieving it can be measured, ideally by the end of the class period
The objective comes first
Effective objectives focus on
what is most important on the
path to college.
Effective objectives
are of the size and sequence
that can be taught in a single lesson.
Which 4M criteria do the following targets fail to meet?
Students will be able to add and subtract fractions
with like and unlike denominators.
Students will be able to appreciate various forms of poetry including sonnets and lyric poetry.
Students will construct a poster to celebrate MLK day
Students will view scenes from the film version of The Crucible.

Consider having students discuss, review, copy or read the objectives aloud. Explain why the day's objectives are important!
All other things being equal, the simplest explanation or strategy for reaching your intended outcome is best.
Make your plan as well as a plan for what the students will be doing.

Use a T-chart to help you double plan - YOU/THEM:

Helps teacher see the lesson through the students' eyes
Keeps students actively and productively engaged through all parts of the lesson.
Helps teacher plan for and anticipate pacing, variety, questioning and assessment throughout
Economy of Language
Do Not Talk Over
Do Not Engage
Square Up/Stand Still
Quiet Power
Fewer words are better
Articulate clear and crisp directions and then stop talking
Controlling who has the floor is a mark of your authority and a necessity of your teaching.
Wait until there is no talking or rustling -- repeating instructions eats up valuable time!
Students may deflect or defer your behavioral re-directions, but you must not accept their invitation for a power struggle.
Every Minute Matters
Be strategic with non-verbal communication
when giving directions, stop moving and don't engage in other tasks at the same time.
For more control, speak slowly and quietly
Drop your voice, and make students strain to listen
Time is water in the dessert, a teachers most precious resource

Make your lessons sparkle
Social Objective
Cold call

Give One, Get One
Silent Appointment
Attention Signals
Raise a Righteous Hand
I: When I Move, you move
U: Just like that
I: Peace
U: Quiet
Do you envision using the Cold Call strategy in your teaching? Why or why Not?

How might cold calling on studnets go awry and how can you ensure it doesn't?
Take one minute to think of how you'll use the No-Opt out technique and whether you think it will effectively eliminate "I don't know" responses. Share your thoughts with someone sitting near you that you haven't already shared with.
What questions do you have about
the strategies presented today?
Using only non-verbal communication, make an appointment with someone you've not shared with, and discuss your reaction to any of the first three strategies.
Stump your classmate
Using the comment box on the General Methods course page for 7-23-13, write a scenario of your own and see if your classmates can identify a strategy they could use.
Scroll down to the bottom of our TC2 Course Page for 7-23-13 and download the Teach Like a Champion Scenarios document. Read each scenario and name the strategy that applies and reflect upon why you might use it. Share this document with me when you're finished.
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