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Teach Like a Champion
Teach Like a Champion
"Over the last decade, we have learned that seemingly small, deliberate changes in teacher words and actions can, over time, produce dramatic improvements in student achievement."
The Teach Like a Champion Resources
(Book and DVD are available for Check Out from H/SS TOSA - email reves@psusd.us to request).
The video links below are on the DVD (links are shared in coaching sessions only).
PART 1 - Check for Understanding (To teach to student mastery is the job, and ensuring that it happens is our challenge as teachers)
PART 1 - Check for Understanding (To teach to student mastery is the job, and ensuring that it happens is our challenge as teachers)
Chapter 1 - Gathering Data on Student Mastery (through questioning and observing)
Technique 1 - Reject Self-Report (Replace functionally rhetorical questions with more objective forms of impromptu assessment)
Technique 2 - Targeted Questioning (Ask a quick series of carefully chosen, open-ended questions directed at a strategic sample of the class and executed in a short time period)
Technique 3 - Standardized the Format (Streamline observations by designing materials and space so that you're looking into the same , consistency place every time for the data you need)
Technique 4 - Tracking, Not Watching (Be intentional about how you scan your classroom. Decide specifically what you're looking for and remain disciplined about it in the face of distractions)
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Technique 5 - Show Me (Flip the classroom dynamic in which the teacher gleans data from a passive group of students. Have students actively show evidence of their understanding)
Technique 6 - Affirmative Checking (Insert specific points into your lesson when students must get confirmation that their work is correct, productive, or sufficiently rigorous before moving on to the next stage)
Chapter 2 - Acting on the Data and the Culture of Error (assessing the environment, adjusting appropriately, and planning on how to handle/standardize errors and error correction) - Clip 2
Technique 7 - Plan for Error (Increase the likelihood that you'll recognize and respond to errors by planning for common mistakes in advance)
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Technique 8 - Culture of Error (Create an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them)
Technique 9 - Excavate Error (Dig into errors, studying them efficiently and effectively, to better understand where students struggles and how you can best address those points)
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Technique 10 - Own and Track (Have students correct or revise their own work, fostering an environment of accountability for the correct answer)
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PART 2 - Academic Ethos (create an environment in which the maximum level of academic rigor is expected, practiced, and valued)
PART 2 - Academic Ethos (create an environment in which the maximum level of academic rigor is expected, practiced, and valued)
Chapter 3 - Setting High Academic Expectations (high expectations among teachers are the most reliable driver of high achievement among students)
Technique 11 - No Opt Out (Turn “I don’t know” into a success by helping students who won’t try or can’t succeed practice getting it right (and being accountable for trying))
Technique 12 - Right is Right (When you respond to answers in class, hold out for answers that are "all-the-way right" or all the way to your standards of rigor)
Technique 13 - Stretch It (Reward "right" answers with harder questions)
Technique 14 - Format Matters (Help your students practice responding in a format that communicates the worthiness of their ideas)
Technique 15 - Without Apology (Embrace - rather than apologize for - rigorous content, academic challenge, and the hard work necessary to scholarship)
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Chapter 4 - Planning for Success (These techniques are designed to be implemented before you walk in the door of your classroom rather than being executed during instruction)
Technique 16 - Begin with the End (Progress from unit planning to lesson planning. Define the objective, decide how you'll assess it, and then choose appropriate lesson activities)
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Technique 17 - 4 Ms (Use four criteria to write an effective lesson plan objective, making it manageable, measurable, made first, and most important)
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Technique 18 - Post It (Display your lesson objective where everyone can see it and identify your purpose)
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Technique 19 - Double Plan (As you plan, plan what students will be doing at each point in class)
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Chapter 5 - Lesson Structure (a consistent progression of activities can be observed - i.e. I/we/you)
Technique 20 - Do Now (Use a short warm-up activity that students can complete without instruction or direction from you to start class every day. This lets the learning start even before you begin teaching)
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Technique 21 - Name the Steps (Break down complex tasks into steps that form a path for student mastery)
Technique 22 - Board = Paper (Model and shape how students should take notes in order to capture information you present)
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Technique 23 - Control the Game (Ask students to read aloud frequently, but manage the process to ensure expressiveness, accountability, and engagement)
Technique 24 - Circulate (Move strategically around the room during all parts of the lesson)
Technique 25 - At Bats (Because succeeding once or twice at a skill won't bring mastery, give your students lots and lots or practice mastering knowledge or skills)
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Technique 26 - Exit Ticket (End each class with an explicit assessment of your objective that you can use to evaluate your (and your students') success)
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Chapter 6 - Pacing (Pacing is different from speed, it's more like your students' perception of speed as you teach, or the illusion of speed)
Technique 27 - Change the Pace (Establish a productive pace in your classroom. Create "fast" or "slow" moments in a lesson by shifting activity types or formats)
Technique 28 - Brighten Lines (Ensure that changes in activities and other mileposts are perceived clearly by making beginnings and endings of activities visible and crisp)
Technique 29 - All Hands (Leverage hand raising to positively impact pacing. Manage and vary the ways that students raise their hands, as well as the methods you use to call on them)
Technique 30 - Work the Clock (Measure time-your greatest resource as a teacher-intentionally, strategically, and often visibly to shape both your and your students' experience in the classroom)
Technique 31 - Every Minute Matters (Respect students' time by spending every minute productively)
Chapter 7 - Building Ratio Through Questioning (Instead of listening to teacher explain, students answer question, draw on knowledge base, reflect, and refine ideas)
Technique 32 - Wait Time (allow students time to think before answering; if they are not productive with the time, narrate them toward being more productive)
Technique 33 - Cold Call (call on students regardless of whether they've raised their hands)
Technique 34 - Call and Response (ask your class to answer questions in unison from time to time to build energetic, positive engagement)
Technique 35 - Break it Down (when a student makes an error, provide just enough help to allow her to "solve" as much of the original problem as she can)
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Technique 36 - Pepper (use pepper as a fast-paced, vocal review to build energy and actively engage your class)
Chapter 8 - Building Ratio Through Writing (the amount and quality of writing students do in your classroom are two of the most important determinants for academic success)
Technique 37 - Everybody Writes (students engages rigorously by giving them the chance to reflect in writing before you ask them to discuss)
Technique 38 - Art of the Sentence (students synthesize a complex idea in a single, well-crafted sentence - the discipline of having to make one sentence do all the work pushes students to use new syntactical forms)
Technique 39 - Show Call (strong incentive to complete writing with quality and thoughtfulness by publicly showcasing and revising student writing - regardless of who volunteers to share)
Technique 40 - Build Stamina (gradually increase writing time to develop in your students the habit of writing productively, and the ability to do it for sustained periods of time)
Technique 41 - Front the Writing (arrange lessons so that writing comes earlier in the process to ensure that students think rigorously in writing)
Chapter 9 - Building Ratio Through Discussion (a well-executed and strategic discussion is a critical part of a high-ratio classroom)
Technique 42 - Habits of Discussion (set ground rules or "habits" that allow discussion to be more efficiently cohesive and connected)
Technique 43 - Turn and Talk (short, contained pair discussions - designed for maximum efficiency and accountability)
Technique 44 - Batch Process (students discuss without teacher mediation for short periods of time or for longer, more formal sequences)
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PART 4 - Five Principals of Classroom Culture (Discipline, Management, Control, Influence, Engagement)
PART 4 - Five Principals of Classroom Culture (Discipline, Management, Control, Influence, Engagement)
Chapter 10 - Systems and Routines (use structure - specifically, a systematic approach to discipline - to create rigorous, joyful, and orderly classrooms that grant students real independence)
Technique 45 - Threshold (meet students at the door, setting expectations before they enter the classroom)
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Technique 46 - Strong Start (design and establish an efficient routine for students to enter the classroom and begin class)
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Technique 47 - Star/Slant (key baseline behaviors for learning, such as sitting up in class and tracking the speaker, by using a memorable acronym such as STAR or SLANT)
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Technique 48 - Engineer Efficiency (simplest and fastest procedure for executing key classroom tasks, then practice until it becomes routine)
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Technique 49 - Strategic Investment: From Procedure to Routine (rehearsing and reinforcing procedures until excellence becomes habitual)
Technique 50 - Do It Again (practice when they're not up to speed - not just again, but doing it better, striving to do their best)
Chapter 11 - High Behavior Expectations
Technique 51 - Radar/Be Seen Looking
Technique 52 - Make Compliance Visible
Technique 53 - Least Invasive Intervention (Maximize teaching time and minimize ‘drama’ by using the subtlest and least invasive tactic possible to correct off-task students)
Technique 54 - Firm Calm Finesse
Technique 55 - Art of the Consequence
Technique 56 - Strong Voice
Technique 57 - What to Do
Building Character and Trust
Technique 58 - Positive Framing
Technique 59 - Precise Praise
Technique 60 - Warm/Strict
Technique 61 - Emotional Constancy
Technique 62 - Joy Factor
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