Discussion Notes from:

Teach Like a ChampionChapters 1 & 2

Setting High Expectations

Chapter 1

No Opt Out

Everybody responds, even if it’s only to repeat the correct answer…with reluctant responders:

You can provide the answer – the student repeats the answer

Another student (or the whole class) can provide the answer – the student repeats the answer

You can provide a clue – student uses it to find the answer

Another student can provide a clue – the student uses it tofind the answer

If the question asked is well related to the lesson’s objective,go slowly and rigorously.

If the question is peripheral take the correct answer quickly.

Clip 1

Right is Right

Teachers tend to ‘round up’ when a student’s answer is closeor partially correct.

Never confuse effort with mastery

“I like what you’ve done. Can you get us the rest of the way?”

“We’re almost there. Can you find the last piece?”

“I like most of that…”

Even if the answer is “correct” be sure that it answers the question asked.

“What is area?” “Length times width” is the correct formulabut not the answer.

Accept only correct answers that do not jump ahead.

Use and accept correct technical languageAccept “35 hundredths” not “Point 35”

Stretch It

A useful technique for differentiating whole group instruction

Ask for expansion or the correct answer in a different scenario

Ask how or why

Ask for another way to answer

Ask for a better word

Ask for evidence

Ask student to integrate a related skill(e.g. ask for the meaning, then ask for the word in past tense)

Ask student to apply skill in new setting

Format Matters

Correct grammar, pronunciation, and usage

Identify the error “We was…? Or

Begin the correction “We were…”

Stress complete sentence format

Remind…post, or pre-correct

Expect audible answers

One word – voice – for pre- or post-correction

Stress unit format in math

5 inches…14 pounds

Without Apology

Don’t apologize about content

“I know this is boring, but…”

Don’t blame

“This may not seem useful but we have to..”

“Kids respond to challenges;they require pandering only if people pander to them.”

Planning that Ensures Academic

Achievement

Chapter 2

Begin with the End

Start your planning with“What will my students understand (not ‘do’) today?

Begin with the end means:

Progressing from unit planning to lesson planning

Using a well-framed objective to define the goal of each lesson

Determining how you’ll assess you effectiveness in reaching your goal

Deciding on your activity

The Four “M”sThe 4 criteria for effective objectives:

ManageableThe size and scope that can be taught in one lesson

Build a series of day-by-day objectives, settingachievable goals building toward mastery

MeasurableSet up explicit, measurable goals

Lesson should include a way to assess afterward and prior to moving onIf the goal is to have them know or understand something, how will you know

Made FirstThe objective comes first

Don’t ‘retrofit’ an objective to an activity

Most ImportantThe objective should focus on a skill students need.(e.g. Do they need to know how to make a poster?)

Post It

Post the objective so that students know what they are trying to do.

A visitor (or supervisor) may feel, for example, that you are not using the right questions pertaining to a

certain topic – until they see the objective

Shortest Path

The criteria is mastery

– not interaction, creativity, design –

take the shortest path to mastery

When in doubt use I/We/You

Double Plan

Plan what you do and what they do every step of the lesson (e.g. taking notes? listening for differences?)

Use a “Me” / “Them” T-chartHelps you to see the lesson from students’ viewpoint

Draw the Map

Think intentionally about room layout(desks, aisles, spaces)

Don’t over-clutter wallsbut do post useful tools once a skill has been taught