Teach Like a Champion

1. Teach Like a Champion Chapter 1

2. LMS’ definitions of “High Academic Expectations” • Big words from wordle go here

3. No Opt Out It’s not ok not to try

4. Begins with a student unable to answer and ends with him providing the answer. • Ex 1: If student doesn’t know ask the class to explain the question. Then repeat the explanation while asking the first student for the answer again. • Ex 2: Student answers, “I dunno.” Ask another student. If this student answers correctly return to student 1 (I dunno student) and ask for the answer again to the same question. • Ex 3: Be more firm: Repeat the answer to the student and then ask them to repeat it back to you. • Ex 4: If student #1 refuses to answer, repeat the process. • If still refuse then the student is being defiant and can be addressed with a consequence.- “I expect students to try, I will speak with you …” • Ex 5: If the second student responds with “I dunno” then you give the answer and ask student #1 and #2 to repeat.

5. “No Opt Out” Key Idea • A sequence that begins with a student unable (or unwilling) to answer a question should end with the student answering the question as often as possible.

6. Right is Right Accept only answers that are 100% correct.

7. How would I plot:(3,2)

8. Students will stop striving when the hear the word “right” or “yes”. If a student isn’t fully correct you should respond: Answer the question: • You are almost there. • I like what you have done so far. • You are closing in on the right answer. • You’ve done some good work so far. • You’ve made a great start. Students give the answer to another question (one that was not asked) or respond a different type of information (formula instead of definition). • We will talk about that in a few minutes. Right now I want to know about… • That’s an example, I want a definition.

9. Right is Right cont. Hold out for all the way: Right answer, Right time: • I like what you have 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… • Can you develop that further? • Okay, but, there’s a bit more to it than that. • Kim just knocked a base hit. Who can bring her home? • Repeat the student’s words back to them placing emphasis on incomplete parts if necessary. Student gets ahead of where you want them to be. Ex: provides the answer when you want a specific step in the problem. • My question wasn’t about the solution to the problem. It was about what we do next. What do we do next?

10. Look at the graph: • What does this graph mean? • How were you able to tell? • What happens to the distance as time passes?

11. Stretch It Respond to right answers with more questioning

12. Students have to explain their thinking and apply their knowledge in new ways. • Ask how or why: Explain how they came up with their answer. • Ask for another way to answer: Ask if there are other methods to get the answer. • Ask for a better word: Get students to use vocabulary words. • Ask for evidence: Describe evidence that supports their conclusion. • Ask students to integrate a related skill: Integrate one skill with a recently mastered skill. • Ask students to apply the same skill in a new setting: Apply a recently mastered skill to a new setting.

13. DVD Clip

14. Practice Time First, get with people with your card color. Then, break into smaller groups of 4-6 people Finally, practice “Right is Right” & “Stretch It” techniques.

15. “Right is Right” Key Idea • Set and define a high standard of correctness in your classroom.

16. “Stretch It” Key Idea • The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction.

17. Format Matters Have students use complete grammatically correct sentences when answering.

18. Identify the error: emphasize the error and have the student correct their mistake.Begin the correction: correct the error and have the students finish the sentence. • Audible Format: Use the word “Voice” when you need a student to speak up. “I need someone with a voice to tell me what I need to do next.” “Use your voice to tell me…” • Unit format: have students dress up an answer by including the unit.

19. “Format Matters” Key Idea • It’s not just what students say that matters but how they communicate it. To succeed, students must take their knowledge & express it in the language of opportunity.

20. Without Apology There is no such thing as boring content.

21. Making it “accessible”: don’t replace or water down content. • This material is great because it is really challenging! • Lots of people don’t understand this until they get to college, but you’ll know it now! Cool! • This can really help you succeed by… • A lot of people are afraid of this stuff, so after you’ve mastered it you’ll know more than most adults. • This is one of the things you’re going to take real pride in knowing. • When you’re in college, you can show off how much you already know about… • Don’t be rattled by this. There are a few fancy words, but once you know them you’ll have this down. • This is really tricky, but I haven’t seen much you couldn’t do if you put your mind to it. • I know you can do this so I am going to stick with you on this question. • It’s ok to be confused the first time through but we’re going to get it so let’s take another try.

22. Reflections: Hard Copy or Digital version Google Form on LMS PD wiki under Reflections Wiki is on the Staff resource link on District website Work individually or in groups.