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Teach like a champion chapt.s 1 and 2

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Teach like a champion chapt.s 1 and 2

  1. 1. Discussion Notes from: Teach Like a Champion Chapters 1 & 2
  2. 2. Setting High Expectations Chapter 1
  3. 3. No Opt Out #1 <ul><li>Everybody responds, even if it’s only to repeat the correct answer… </li></ul><ul><li>with reluctant responders: </li></ul><ul><ul><li>You can provide the answer – the student repeats the answer </li></ul></ul><ul><ul><li>Another student (or the whole class) can provide the answer – the student repeats the answer </li></ul></ul><ul><ul><li>You can provide a clue – student uses it to find the answer </li></ul></ul><ul><ul><li>Another student can provide a clue – the student uses it to </li></ul></ul><ul><ul><li>find the answer </li></ul></ul><ul><li>If the question asked is well related to the lesson’s objective, </li></ul><ul><li>go slowly and rigorously. </li></ul><ul><li>If the question is peripheral take the correct answer quickly. </li></ul>Clip 1
  4. 4. Right is Right #2 <ul><li>Teachers tend to ‘round up’ when a student’s answer is close </li></ul><ul><li>or partially correct. </li></ul><ul><li>Never confuse effort with mastery </li></ul><ul><ul><li>“ I like what you’ve done. Can you get us the rest of the way?” </li></ul></ul><ul><ul><li>“ We’re almost there. Can you find the last piece?” </li></ul></ul><ul><ul><li>“ I like most of that…” </li></ul></ul><ul><li>Even if the answer is “correct” be sure that it answers the question asked. </li></ul><ul><li>“ What is area?” “Length times width” is the correct formula </li></ul><ul><li>but not the answer. </li></ul><ul><li>Accept only correct answers that do not jump ahead. </li></ul><ul><li>Use and accept correct technical language </li></ul><ul><li>Accept “35 hundredths” not “Point 35” </li></ul>
  5. 5. Stretch It #3 <ul><li>A useful technique for differentiating whole group instruction </li></ul><ul><li>Ask for expansion or the correct answer in a different scenario </li></ul><ul><li>Ask how or why </li></ul><ul><li>Ask for another way to answer </li></ul><ul><li>Ask for a better word </li></ul><ul><li>Ask for evidence </li></ul><ul><li>Ask student to integrate a related skill </li></ul><ul><li>(e.g. ask for the meaning, then ask for the word in past tense) </li></ul><ul><li>Ask student to apply skill in new setting </li></ul>
  6. 6. Format Matters #4 <ul><li>Correct grammar, pronunciation, and usage </li></ul><ul><ul><li>Identify the error “We was …? Or </li></ul></ul><ul><ul><li>Begin the correction “We were …” </li></ul></ul><ul><li>Stress complete sentence format </li></ul><ul><ul><li>Remind…post, or pre-correct </li></ul></ul><ul><li>Expect audible answers </li></ul><ul><ul><li>One word – voice – for pre- or post-correction </li></ul></ul><ul><li>Stress unit format in math </li></ul><ul><li>5 inches …14 pounds </li></ul>
  7. 7. Without Apology #5 <ul><li>Don’t apologize about content </li></ul><ul><li>“ I know this is boring, but…” </li></ul><ul><li>Don’t blame </li></ul><ul><li>“ This may not seem useful but we have to..” </li></ul><ul><li>“ Kids respond to challenges; </li></ul><ul><li>they require pandering only if people pander to them.” </li></ul>
  8. 8. Planning that Ensures Academic Achievement Chapter 2
  9. 9. Begin with the End #6 <ul><li>Start your planning with </li></ul><ul><li>“ What will my students understand (not ‘do’) today? </li></ul><ul><li>Begin with the end means: </li></ul><ul><ul><li>Progressing from unit planning to lesson planning </li></ul></ul><ul><ul><li>Using a well-framed objective to define the goal of each lesson </li></ul></ul><ul><ul><li>Determining how you’ll assess you effectiveness in reaching your goal </li></ul></ul><ul><ul><li>Deciding on your activity </li></ul></ul>
  10. 10. The Four “M”s #7 <ul><li>The 4 criteria for effective objectives: </li></ul><ul><li>M anageable </li></ul><ul><li>The size and scope that can be taught in one lesson </li></ul><ul><li>Build a series of day-by-day objectives, setting </li></ul><ul><li>achievable goals building toward mastery </li></ul><ul><li>M easurable </li></ul><ul><li>Set up explicit, measurable goals </li></ul><ul><li>Lesson should include a way to assess afterward and prior to moving on </li></ul><ul><li>If the goal is to have them know or understand something, how will you know </li></ul><ul><li>M ade First </li></ul><ul><li>The objective comes first </li></ul><ul><li>Don’t ‘retrofit’ an objective to an activity </li></ul><ul><li>M ost Important </li></ul><ul><li>The objective should focus on a skill students need . </li></ul><ul><li>(e.g. Do they need to know how to make a poster?) </li></ul>
  11. 11. #8 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
  12. 12. #9 Shortest Path The criteria is mastery – not interaction, creativity, design – take the shortest path to mastery When in doubt use I/We/You
  13. 13. #10 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-chart Helps you to see the lesson from students’ viewpoint
  14. 14. #11 Draw the Map Think intentionally about room layout (desks, aisles, spaces) Don’t over-clutter walls but do post useful tools once a skill has been taught
  • scotfields1

    Aug. 28, 2016
  • pkirrage1

    Apr. 30, 2016
  • DanielleHuff

    Aug. 31, 2015

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