Teach Like a Champion (TLC)

1. Teach Like a Champion (TLC) 49 Techniques That Put Students On the Path To College Doug Lemov (2010) Jossey-Bath Teacher (Publisher)

2. Presented by: Dr. Gary Greene Professor of Special Education California State University, Long Beach ggreene@csulb.edu Special Needs Consultant, U.S. State Department, Office of Overseas Schools

3. What does it mean to be a champion? What words or characteristics do you associate with the term champion?

4. Champion number 1 ranked, the very best…. focused, disciplined, dedicated…. intense, trained, exceptional…. confident, practiced, artful…. inspirational, amazing….

5. Workshop objectives: • Explore the notion of championship teaching; • Discuss the rationale and evidence behind the book Teach Like A Champion; and • Share, discuss, view, and model champion teaching techniques (not strategies).

6. What is the difference between a strategy an a technique? According to Lemov (2010, p.309), “a strategy is a decision and a technique is something you practice, hone, and adapt throughout your life.”

7. What is the difference between a strategy and a technique? “Artists, athletes, musicians, surgeons, and performers of a thousand other varieties achieve greatness only by their attention to the details of their technique” (Lamov, 2010, p. 309).

8. Workshop objective: By the end of this workshop, each of you should leave with 3-5 teaching techniques that when implemented correctly in your classroom will dramatically increase achievement in your students, potentially close the achievement gap, and better prepare them for success in college.

9. Rationale and Evidence Behind Teach Like A Champion • Is teaching an art or a science? • What are the tools (i.e., techniques) of the teaching craft? • Can we observe and quantify great teaching? • What specific, concrete actions and techniques are associated with champion teachers?

10. Rationale and Evidence Behind Teach Like A Champion • Doug Lemov observed highly effective teachers working with some of the most high need, low achieving children in urban schools. • He categorized (n = 9) and identified 49 techniques used by these highly effective teachers (aka Champion Teachers).

11. Rationale and Evidence Behind Teach Like A Champion Many of the techniques identified in TLC are validated and substantiated by prior research from the 1980’s on effective instruction, effective teaching, and direct instruction.

12. The 9 Categories of TLC • Set high academic expectations. • Plan instruction that assures academic achievement. • Effectively structure and deliver classroom lessons. • Effectively engage all students in every lesson.

13. The 9 Categories of TLC 5. Create a strong classroom culture. • Set and maintain high behavioral expectations. • Build character and trust in students. • Maintain a brisk instructional pace. • Challenge students to think critically.

14. Examples of TLC Strategies Let’s take a look at the specific strategies by category and see some of them in action!

15. Set high academic expectations • No opt out • Right is right • Stretch it • Format matters • Without apology

16. Right is Right

17. Right is Right

18. Stretch It

19. Plan instruction that assures academic achievement. 6. Begin with the end • 4 Ms • Post it • Shortest path • Double plan • Draw the map

20. Effectively structure and deliver classroom lessons. • Name the steps (aka 5 step lesson plan) • The hook (aka Anticipatory Set) • Board=Paper (aka Guided Notes) • Circulate (aka Frequent Monitoring)

21. The Hook: Anticipatory Set

22. Circulate

23. Effectively structure and deliver classroom lessons. • Break it down (aka Task Analysis and Scaffolding) • Ratio • Check for understanding • At bats (aka high/frequent student engagement)

24. Check for Understanding/At Bats

25. Effectively structure and deliver classroom lessons. • Exit ticket (aka Closure) • Take a stand (aka Whole Group Accountability)

26. Effectively engage all students in every lesson. • Cold call • Call and response (aka Choral Responding) • Pepper • Wait time (aka Think Time) • Everybody writes (aka Quick Write) • Vegas (using song, rhythm, dance etc.)

27. Cold Call

28. Pepper

29. Pepper

30. Vegas (song, rhythm, rhyme)

31. Create a strong classroom culture. 5 essential principles of classroom culture: • Discipline • Management • Control • Influence • Engagement

32. Create a strong classroom culture. • Entry routine 33. On your mark • Do now 34. Seat signals • Tight transitions 35. Props • Binder control • SLANT

33. Tight Transitions/Do it Again

34. Binder Control/Do Now

35. Props/Joy Factor

36. Set and maintain high behavioral expectations. • 100 percent 41. Threshold • What to do 42. No warnings • Strong voice • Do it again • Sweat the details

37. 100100%

38. 100%

39. Do it Again/Exit Routines

40. Build character and trust in students. • Positive framing 49. Normalize error • Precise praise • Warm/strict • The J factor • Emotional consistency • Explain why it matters

41. Warm/Strict

42. The J Factor

43. Maintain a brisk instructional pace. • Change the pace • Brighten lines • All hands • Every minute matters (aka ELT/ALT=1.00) • Look forward (aka cueing) • Work with the clock

44. All Hands

45. Challenge students to think critically. • Focus on questioning techniques • One at a time • Simple to complex • Verbatim • Clear and concise • Stock questions • Hit rate

46. Summary To teach like a champion requires finesse and discretion in the application (e.g., the art of teaching) of the techniques of the craft (e.g., the science of teaching) with the eventual goal of mastery in order to push all children to achieve academic success!

47. Summary The techniques of TLC were not derived from theory or ideology. The techniques of TLC were derived from effective teacher practice that led to significant closing of the achievement gap in highly challenged schools and students. Many of the techniques are research validated in previous education literature.

48. Summary The goal of Lamov (2010) is to get as many teachers as possible to apply these techniques in their daily practice to increase student achievement, as well as to adapt and improve them in their own practice.

49. Closure • What have you learned today? • What TLC techniques are you currently using in your practice? • What new TLC techniques do you plan to use in your practice? • Do you think teaching is an art or a science or both?

50. Closure Now go out and Teach Like a Champion!