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Setting and Maintaining High Learning Expectations

Setting and Maintaining High Learning Expectations. “ELITE EIGHT”. NO OPT OUT RIGHT IS RIGHT FORMAT MATTERS NO APOLOGIES POST IT COLD CALL EVERYBODY WRITES VEGAS. #1 - NO OPT OUT.

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Setting and Maintaining High Learning Expectations

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  1. Setting and Maintaining High Learning Expectations

  2. “ELITE EIGHT” • NO OPT OUT • RIGHT IS RIGHT • FORMAT MATTERS • NO APOLOGIES • POST IT • COLD CALL • EVERYBODY WRITES • VEGAS

  3. #1 - NO OPT OUT • A sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible

  4. You provide the answer; the student repeats the answer • 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 a cue; the initial student uses it to find the answer

  5. Cues are particularly helpful in holding ALL students accountable • “Who can tell James where he could find the answer?” • “Who can tell James what the first characteristics of a democracy is? • “Who can tell James what colonialism means?”

  6. #2 RIGHT IS RIGHT • Set and defend a high standard of correctness in your classroom Many teachers allow “almost-correct” answers – they’ll affirm the student’s answer and repeat it, add some detail, or reword it to fit their own answer – you’re not answering yourself!!

  7. Hold out all the way for the right answer • Answer THE question – resist rewarding a different answer, even if it is good • Right answer, right time – don’t jump ahead • Use technical vocabulary – be specific • Stretch it – follow-up with more questions or ask for another way to answer or for a better, more precise word

  8. #3 FORMAT MATTERS • Prepare your students to succeed by requiring complete sentences and proficient grammar every chance 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

  9. Grammatical format – the complete sentence is the “battering ram” that knocks down the door to college (Doug Lemov) – ask for complete sentences orally and in writing • Audible format – if it matters enough to be said in class, it matters for everyone to hear it • Unit format – be specific

  10. #4 NO APOLOGIES • A belief that content is boring is a self-fulfilling prophecy. There is no such thing as boring content. • Don’t assume something is boring • Don’t blame content on others • Don’t pander to students – let them respond to challenges (learn Japanese!)

  11. #5 POST IT • Post your objective in a visible location in your room – the same location every day Visitors give you feedback,and feedback is more useful when the person giving it knows what you’re trying to do – if you appeared to be meeting your goal

  12. #6 COLD CALL • In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands

  13. Check students’ levels of mastery at any time • You no longer have a delay after you ask, “Can anyone tell me who Socrates was?” • It’s not stressful – make it fun • If you cold call for a few minutes every day, students come to expect it and change their behavior in advance • Goal is for the student to get the answer right, not learn a lesson by getting it wrong • Use group call and response to build a culture of energetic, positive engagement

  14. #7 EVERYBODY WRITES • Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. • “I write to know what I think.” ~Joan Didion

  15. Allows for selecting effective responses to begin a discussion after you review students’ ideas in advance by circulating and reading over shoulders • Because you know everyone is prepared, you can cold call students to share their responses – decide on a culture of “no passes” – what are they writing that they don’t want to share? • Allows every student – not just the Arm Raisers – a chance to participate (makes Arm Raisers angry) • Processing thoughts in writing refines them • Push students to add certain things in responses • Students remember twice a much of what they are learning if they write it down

  16. #8 VEGAS • Jazz up your lessons by having all students jump in and show off what they know in creative ways • Ben P’s “Red Robbin” attention-grabber • “Ooohs…Aahhhs” • Gimmicks stick =“It’s great to be a ____”

  17. “ELITE EIGHT” • NO OPT OUT • RIGHT IS RIGHT • FORMAT MATTERS • NO APOLOGIES • POST IT • COLD CALL • EVERYBODY WRITES • VEGAS

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