Lauren Stuff: lauren_stuff@caboces Gina Palermo: gina_palermo@caboces

1. Teach Like a ChampionEstablishing positive behavior and culture, and building student engagement in your classroom Lauren Stuff: lauren_stuff@caboces.org Gina Palermo: gina_palermo@caboces.org Tessa Levitt: tessa_levitt@caboces.org Katie McFarland: katie_mcfarland@caboces.org

2. -Agenda for the Day- Morning Afternoon Strong Voice Format Matters Joy Factor Action Planning TLaC Background Info Systems and Routines Check for Understanding Everybody Writes Action Planning

3. What Will I Walk Away With? Objectives: • Learn and practice techniques associated with improving classroom behavior and culture, and engaging students in their academics • Take action to plan ways to begin implementing these techniques in the classroom NYS Teaching Standards Addressed in this workshop: Standard I: Knowledge of Students & Student Learning Standard IV: Learning Environment Standard VII: Professional Growth

4. Backpack Bingo • At your table, compile items that fulfill the various prompts for each round • If your table finds all the items, EVERYONE must stand up and shout “BINGO”

5. Round 1: • A book you are reading (for pleasure or for purpose) • Something you would NEVER give away • Something you would GLADLY give away • Something that has been in your bag for OVER a year

6. Round 2: • Something that you are currently using in your classroom • Something that you took from a student, and have yet to give back… • Something you use EVERYDAY and can’t live without • Something that was a gift to you

7. TLaC: What’s all the buzz? -Zenaida Tan- -TLaC: The Foundation- • Lemov as a teacher was given lofty professional development, but never the chance to SEE or PRACTICE implementation of what he was learning • The “techniques” are meant to be thought of as an action, an action that with greater practice comes greater gain • The techniques may seem mundane and commonplace, but they work. They may seem to be things you’ve used at some point in your career, but Lemov has given these ideas a name, and reinforces the value of continued use of the techniques “The principal and even teachers who don’t teach my daughter know her name. Everyone in the building strives to engage, push, and support our children.” – Uncommon Schools Parent

8. -Tight Transitions-No time to waste! Creating a Strong Classroom Culture -p. 154 in TLaC text-

9. What makes up “Systems and Routines”?Effective procedures minimize disruptions and maximize instructional time. Strive for consistency and efficiency so students can focus on classroom activities. Quick is King Low Narration Plan What You Want No Interruptions Systemize Culture Shared Ownership

10. Watch and LearnWhile watching, take note of the components of tight transitions that the teacher addresses. • How long does it take to pass out papers in a typical classroom? • On average, how many times a day do teachers have to pass out papers or materials? Clip 1 Doug McCurry Clip #1403 “Back in 10” 6th Grade What rules of systems and routines does Ms.Segal follow as she practices with her class? Clip Marisa Segal “Fastest We’ve Done” 6th grade

11. Time to Practice!

12. Check for Understanding 1.0Just as good drivers check their mirrors every five seconds so they constantly know what is going on around them, teachers should constantly check for understanding! Structuring and Delivering Your Lessons -p. 97 in TLaC text-

13. What makes up “Check for Understanding 1.0”?Checking for Understanding 1.0 means intentionally gathering data and acting on it. The second part is harder to do and at least as important!CFU = Gather Data + Act On It Now There are two methods for gathering your data: • Via Questions • Via Observation

14. How can you gather data via questions? • Grouping answers:Group the responses together to analyze data • Sampling:Asking students across the spectrum of likely skill to yield better information about who has mastered what. • Reliability: Ask follow-up why and how questions in order to ensure the good result is replicable. • Validity: Align to the rigor and style of what your students will be accountable for.

15. How can you gather data via observations? • Looking for What?:Look for number and type of errors, tracking them so you can organize and refer back to the data. • Affirmative Checking: Establish check points where mastery needs to be achieved before moving on. • Standardize the Format:Engineer the place on each student’s paper where answers are to be written. • “Slates”: Give your students a place to write down their answers and show the teacher.

16. Watch and LearnWhile watching, take note of the components of Check for Understanding that the teacher addresses. • How does Bob structure his lesson materials to Check for Understanding and what is effective about the way he implements his check for understanding? • How does he approach re-teaching? • 3:30:30 – 3 minutes setting up expectations, 30 second interactions with students during independent work, 30 seconds surveying the room before going to work with another student for 30 seconds. Clip Bob Zimmereli, “Here’s the deal” 7th grade Think-Pair-Share: 2 minutes

17. Check for Understanding 2.0Its OK not to know, but it’s not OK not to try! Structuring and Delivering Your Lessons -p. 97 in TLaC text-

18. What makes up “Check for Understanding 2.0”?Create a culture where making errors is normal so you can identify and re-teach student misunderstandings. 1.Create a Culture of Error 2.Expose and Analyze Error 3. Error Excavation 3.Student Accountability (Revise and Track) 4.Re-Teach 5 Steps to Teaching the Error:

19. Step 1: Create a Culture of Error Normalize Error Praise Risk-Taking Specifically encourage students to take risks when they’re not sure. Show that getting it wrong is a normal, positive part of the learning process. Delay revealing whether an answer is right until you have discussed. Withhold the Answer Be aware of unintentional cues that reveal whether an answer is wrong (or right). Manage the Tell

20. Watch and LearnWhile watching, take note of the components of Check for Understanding that the teacher addresses. Clip Jason Armstrong Clip #1649, “Intros” Clip #805 “Answer D” 6th grade Cut 1: What’s the meaning of a wrong answer in Jason’s class? How does he establish it? Cut 2: Here Jason takes a different approach to wrong answers. What’s he doing here a why? Culture of Error: How do Jason’s approaches to the “wrong answers” in these two problems combine to build a “Culture of Error”? How would you describe that culture? What is the message he is sending about answers that aren’t the right ones in his class? What might the effects of this be?

21. Step 2: Expose and Analyze Error“Withhold the answer and/or extract a variety of responses when excavating.”

22. Watch and LearnWhile watching, take note of the components of Check for Understanding that the teacher addresses. Belanger, 25%, 7th Grade Belanger, “Good Morning Williams” 7th Grade Compare the two clips of a teacher checking for understanding in the same classroom. What are the differences between his approaches? When might you use one vs. the other?

23. Watch and LearnWhile watching, take note of the components of Check for Understanding that the teacher addresses. When to go Deep Take a closer look at one of the problems Jason is teaching. If students are asked to round 246.74 to the nearest hundreds place, what errors are they apt to make? List as many misunderstandings as you can. Clip Armstrong, “247”, 6th Grade Watch Jason teach the whole problem on rounding 246.74 to the nearest hundreds place. What are the benefits and limitations to his approach?

24. Watch and LearnWhile watching, take note of the components of Check for Understanding that the teacher addresses. When might you make a decision to take each of these approaches with your students? What are the best practices for each way of teaching the error?

25. Step 3: AccountabilityStudents correct and or revise their work • Teacher says: • “Give yourself a check for every one of these steps that you got • correct. If you’re missing one, make a note to yourself.” • •“Circle answer B and write a margin note that explains that it uses • the wrong operation.” • •“Draw a line through the (insert grammar mistake) and re-write • it correctly in the space above/in the margin.” • •“Make your paper look like mine.” • •“Re-read your response. Add at least one piece of evidence from • our discussion to better support your answer.” • •“I’m coming around to check that you’ve defined ‘fortuitous’ in • the margin and your definition includes the word ‘lucky.’”

26. Step 4: Re-TeachStudents apply their learning to a similar challenge • Teacher says: • “OK, let’s try one more to make sure we’ve got it.” • •“Now that we’ve looked at an example together, you’re going to • return to your own paper to show what you know.” • •“Great, now apply the same steps to a new problem.” • •“Try one more response. The parts of the response will be the same • as the one we just reviewed but the answer and evidence will be • different.”

27. Your turn!Brainstorm two additional accountability phrases or actions and two additional re-teach phrases or actions. Accountability Phrases/Actions Re-Teach Phrases / Actions

28. Teach the Error Speed DatingReady for some fun? • How might Teach the Error look different in elementary vs. middle school vs. high school? • What needs to be systematized or routinized in your class to make Teach the Error successful? • How would you adapt this to a subject where answers are subjective like reading and art? • How would you apply this in content heavy subjects like Science or History?

29. Teach the Error Speed Dating 1 2 3 4

30. -Break-

31. -Everybody Writes-Step away from the teacher doing all the cognitive work… Engaging Students in Your Lessons -Page 137 in TLaC text-

32. Everybody Writes • Set your students up for rigorous engagement by giving students an opportunity to reflect first in writing BEFORE discussing. “I write to know what I think” –Joan Didion

33. What is “everybody writes?”Get ALL students to participate by requiring a written response before group share Why write? Four Components: Keep it tight The Question Matters Set Expectations and Provide Space Build Habits • We will discussing the benefits of students writing before participating

34. Video Analysis:While watching, take note of the components of strong voice that each teacher addresses. What do you see? Elementary School Jamie Davidson “Resilient” 5th Grade High School Art Worrell “Population Decline” 12th Grade

35. Lets Discuss Everybody Writes within our own practice: RIGOR • Writing is a rigorous activity within itself. • We talk all the time about making student work and our assessments more rigorous. EQ: What have you done lately in your planning, instruction or practice to make your lessons, assignments, assessments or activities more RIGOROUS?

36. Everybody Writes Reflection • Using the template: Why and How Do We Write?, please reflect for a few minutes on an approach that you would most likely use and discuss why in the reflection column.

37. -Action Planning: Round 1- Take some time to collaborate with your teams to determine how you will infuse these techniques in your classroom or school(s) as early as next week…

38. -Lunch-

39. King or Queen of the Universe

40. -Strong Voice-No more “because I said so,” give clear direction as to how you would like a task completed. Setting and Maintaining High Behavioral Expectations -Page 182 in TLaC text-

41. What makes up “strong voice?”Get students to do what you ask, without consequence. Signal authority! Economy of Language Do Not Talk Over DO NOT talk when students are talking “Self-interrupt” – stop your own words, mid-phrase • The fewer words the better • Show that you are calm and know what you want • Focus the mind only on the essentials

42. What makes up “strong voice?”Get students to do what you ask – w/o consequence. Signal authority! Do Not Engage Square Up/Stand Still Move TOWARDS trouble Face it with both shoulders, bend in to show you’re not afraid! Use “formal” body language (hands behind your back) Stand still to show there is nothing else on your mind • You set the topic, so DON’T engage in their topic until you’re satisfied with what you’ve covered • Quieter and slower under pressure • Signal that you are calm, composed and in control Quiet Power

43. -Action-Watch “Strong Voice” work…Clip: Scott McCue: 5th Grade Lunch “Mr. Bray’s Office” Teacher: (to James, who was talking) James, you are talking. Please move your card to yellow. James: It wasn’t me! Teacher: Please move your card to yellow. James: Shanice was talking! Not me! Teacher: I asked you to move your card. Please get up and move your card to yellow.

44. Watch and Learn:While watching, take note of the components of strong voice that each teacher addresses. What do you see? Elementary School Sultana Noormuhammed “Penguins” 1st Grade High School Mike Taubman “Middle School” 12th Grade What is grade level specific? What Is universal across grade levels?

45. Lay-Up Drill • Student sits, does something that needs correction (i.e. slouching) • Teacher corrects • Student complies • Coach offers feedback • Teacher becomes student • Student becomes coach • Coach moves to the end of the line

46. -Strong Voice Lay-Ups-There will be three rounds to this phase of practice Round 1: Delayed Reaction The student must count to three in his or her head before complying with the teacher’s direction -OR- Comply immediately, but the teacher offers reinforcement of the corrected error Round 2: Best Kid on a Bad Day Respond as if it is one of your best students having a tough day Round 3: Non-Verbal Teachers direct students to correct the error non-verbally (try out different versions)

47. -Format Matters-“The complete sentence is the battering ram that knocks down the door to college.” Setting High Academic Expectations -Page 47 in TLaC text-

48. What makes the format matter?Prepare your students to succeed! Grammatical Format Complete Sentence Format Insist that answers are delivered in complete sentences, so as to give students the maximum amount of practice at this “Who can tell me in a complete sentence what the setting of the story is?” T: What was the year of Caesar’s birth? S: 100 B.C. T: Complete sentence. S: Julius Caesar was born in 100 B.C. • Use correct slang, syntax, usage, and grammar in the classroom • Identify the error: “We was walking down the street” • Begin the correction “We were…”

49. What makes the format matter?Prepare your students to succeed! Audible Format Collegiate Format It shouldn’t just be a complete sentence, it should be a collegiate sentence. “Okay, but let me hear that in academic language…” “Okay, but let me hear it with a better word for the main character than ‘the guy’” “Okay, but let me hear is on a sentence that starts…’One conclusion I was able to draw from the text was…’” • Loud and clear “Voice” “Strong Voice” “Loud and Proud” • Don’t accept “naked” numbers Unit Format

50. Watch and Learn:While watching, take note of the components of format matters that each teacher addresses. What do you see? Elementary School Darryl Williams “It gots to be” 3rd Grade High School Beth Verrilli “In AP Language” 11th and 12th Grade What evidence of format matters do these teachers reference in their instruction? How do they hold students accountable?