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Teach Like a Champion (TLC). 49 Techniques That Put Students On the Path To College Doug Lemov (2010) Jossey-Bath Teacher (Publisher). Presented by:. Dr. Gary Greene Professor of Special Education California State University, Long Beach [email protected] Special Needs Consultant,

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Teach Like a Champion (TLC)

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Teach like a champion tlc

Teach Like a Champion (TLC)

49 Techniques That Put Students On the Path To College

Doug Lemov (2010)

Jossey-Bath Teacher (Publisher)


Presented by

Presented by:

Dr. Gary Greene

Professor of Special Education

California State University, Long Beach

[email protected]

Special Needs Consultant,

U.S. State Department, Office of Overseas Schools


What does it mean to be a champion

What does it mean to be a champion?

What words or characteristics do you associate with the term champion?


Champion

Champion

number 1 ranked, the very best….

focused, disciplined, dedicated….

intense, trained, exceptional….

confident, practiced, artful….

inspirational, amazing….


Workshop objectives

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).


What is the difference between a strategy an a technique

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.”


What is the difference between a strategy and a technique

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).


Workshop objective

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.


Rationale and evidence behind teach like a champion

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?


Rationale and evidence behind teach like a champion1

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).


Rationale and evidence behind teach like a champion2

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.


The 9 categories of tlc

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.


The 9 categories of tlc1

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.


Examples of tlc strategies

Examples of TLC Strategies

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


Set high academic expectations

Set high academic expectations

  • No opt out

  • Right is right

  • Stretch it

  • Format matters

  • Without apology


Right is right

Right is Right


Right is right1

Right is Right


Stretch it

Stretch It


Plan instruction that assures academic achievement

Plan instruction that assures academic achievement.

6. Begin with the end

  • 4 Ms

  • Post it

  • Shortest path

  • Double plan

  • Draw the map


Effectively structure and deliver classroom lessons

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)


The hook anticipatory set

The Hook: Anticipatory Set


Circulate

Circulate


Effectively structure and deliver classroom lessons1

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)


Check for understanding at bats

Check for Understanding/At Bats


Effectively structure and deliver classroom lessons2

Effectively structure and deliver classroom lessons.

  • Exit ticket (aka Closure)

  • Take a stand (aka Whole Group Accountability)


Effectively engage all students in every lesson

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.)


Cold call

Cold Call


Pepper

Pepper


Pepper1

Pepper


Vegas song rhythm rhyme

Vegas (song, rhythm, rhyme)


Create a strong classroom culture

Create a strong classroom culture.

5 essential principles of classroom culture:

  • Discipline

  • Management

  • Control

  • Influence

  • Engagement


Create a strong classroom culture1

Create a strong classroom culture.

  • Entry routine33. On your mark

  • Do now34. Seat signals

  • Tight transitions35. Props

  • Binder control

  • SLANT


Tight transitions do it again

Tight Transitions/Do it Again


Binder control do now

Binder Control/Do Now


Props joy factor

Props/Joy Factor


Set and maintain high behavioral expectations

Set and maintain high behavioral expectations.

  • 100 percent41. Threshold

  • What to do42. No warnings

  • Strong voice

  • Do it again

  • Sweat the details


100 100

100100%


Teach like a champion tlc

100%


Do it again exit routines

Do it Again/Exit Routines


Build character and trust in students

Build character and trust in students.

  • Positive framing49. Normalize error

  • Precise praise

  • Warm/strict

  • The J factor

  • Emotional consistency

  • Explain why it matters


Warm strict

Warm/Strict


The j factor

The J Factor


Maintain a brisk instructional pace

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


All hands

All Hands


Challenge students to think critically

Challenge students to think critically.

  • Focus on questioning techniques

  • One at a time

  • Simple to complex

  • Verbatim

  • Clear and concise

  • Stock questions

  • Hit rate


Summary

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!


Summary1

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.


Summary2

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.


Closure

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?


Closure1

Closure

Now go out and Teach Like a Champion!


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