teach like a champion
Skip this Video
Download Presentation
Teach Like A Champion

Loading in 2 Seconds...

play fullscreen
1 / 16

Teach Like A Champion - PowerPoint PPT Presentation

  • Uploaded on

Teach Like A Champion . Session #1. Do Now: Read the excerpt from “ Teach Like A Champion”. Use metacognitive markers to mark the text as you read. Write any questions or comments in the box on the first page of your Session #1 Handout. . Objectives:

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Teach Like A Champion ' - forest

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Do Now:

Read the excerpt from “Teach Like A Champion”.

Use metacognitive markers to mark the text as you read.

Write anyquestions or comments in the box on the first page of your Session #1 Handout.



Fellows will be able to create norms for Teach Like A Champion Sessions

Fellows will be able to articulate why “No Opt Out” and “Right is Right” are importanttechniques for Fellows to use in the classroom.

Fellows will be able to begin thinking about how to incorporate “No Opt Out” and Right is Right into their Practice Teaching and Lesson planning.

  • Norms will help us maximize time in our sessions.
  • It’s important that you create norms or rules for your students and you involve them in the creation of those rules.
  • Let’s create some norms!!!!
no opt out
No Opt Out

Key Idea

  • A sequence that begins with a student unable to answer a question should end with the student answering that questions as often as possible!!!
  • “I don’t know” is not an option

Four formats of No Opt Out

  • You provide the answer, the student repeats the answer.
  • Another student provides the answer; the initial student repeats the answer.
  • You provide the cue; your student uses it to find the answer.
  • Another student provides a cue; the initial student uses it to provide the answer.

Protocol for clips

View the clip and write down your observations on the graphic organizer provided.

Be sure to include teacher actions and student actions.

Write down your takeaways (learning)



Today we debrief using Think Pair Share.

For each clip you will first think about the answers to the guided practice questions and answer them on your own.

You will then share your takeaways observations and answers with an elbow partner

Finally, we will share out our observations, takeaways, and answers to the guided practice questions with the whole group.


Right is Right

Key Idea

Set and defend a high standard of correctness in your classroom.


There are four ways in which we might slip in holding out for the right answers so there are 4 categories within Right is Right

  • Hold out for all the way.

Great teachers praise students for effort but don’t confuse that with mastery.

Use simple positive language to show you appreciate what the student has done but that you expect them to finish off the last few yards.


Examples of holding out for all the way.

  • “I like what you’ve 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…”

2. Answer the question.

  • Students learn quickly that if they don’t know the answer to a question they can just offer an observation or answer another question.
  • You ask for a definition, student gives an example.
  • The “right” answer to any question other than the one you answered is wrong.

Right Answer, Right Time

Don’t accept answers to questions out of sequence.

Accepting a student’s answer out sequence deprives the rest of the student’s the full understanding of the process.


4. Use Technical Vocabulary

Great teachers get students to use precise technical vocabulary when they are answering questions.

For example: Instead of “Volume is the amount of space something takes up.”


“Volume is the cubic units of space an object occupies.