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In his acclaimed book Teach Like a Champion, Doug Lemov shared49 essential techniques used by excellent teachers. In hiscompanion Field Guide, he further explores those techniques in apractical guide. With the Teach Like a Champion Field Guide,teachers will have an indispensable resource that complements theirclassroom application of Lemov's techniques. The activities aredesigned to ...
In his acclaimed book Teach Like a Champion, Doug Lemov shared49 essential techniques used by excellent teachers. In hiscompanion Field Guide, he further explores those techniques in apractical guide. With the Teach Like a Champion Field Guide,teachers will have an indispensable resource that complements theirclassroom application of Lemov's techniques. The activities aredesigned to accompany the practitioner on the journey to become achampion teacher. The activities span three stages: learning thetechniques, preparing to use the techniques, and actualpractice.
In addition to developing and sharpening teaching techniques,the activities provide a proven system for assessing outcomes. Thebook includes thirty new video clips of champion teachers withanalysis from the author. It also includes helpful charts forteachers to track their own progress and to record feedback fromcolleagues. Most importantly, by using the Field Guide, teacherswill be prepared to successfully unlock the talent and skill in alltheir students.
Teach Like a Champion Field Guide is a must-have workbook forevery teacher, from beginner to veteran. The workbook is also agreat tool for professional development.
The Author xviii
About Uncommon Schools xix
A Map of the 49 Techniques 8
Section 1 Setting High Academic Expectations
Technique 1 NO OPT OUT 11
Turn ‘‘I don’t know’’ into asuccess by helping students who won’t try or can’tsucceed practice getting it right (and being accountable fortrying).
Technique 2 RIGHT IS RIGHT 22
When you respond to answers in class, hold out for answers thatare ‘‘all-the-way right’’ or all the way toyour standards of rigor.
Technique 3 STRETCH IT 37
Reward ‘‘right’’ answers with follow-upquestions that test for reliability, challenge students, and extendknowledge.
Technique 4 FORMAT MATTERS 52
Help your students to ‘‘format’’responses to your questions grammatically, in complete sentences,audibly, and according to other worthy criteria.
Technique 5 WITHOUT APOLOGY 65
Get beyond labeling what students need to learn as‘‘boring,’’ out of your control, or tooremote or hard for them. Keep it rigorous, not watered down.
Section 2 Planning That Ensures High AcademicAchievement
Technique 6 BEGIN WITH THE END 73
Progress from unit planning to lesson planning. Define theobjective, decide how you’ll assess it, and then chooseappropriate lesson activities.
Technique 7 4 MS 82
There are four criteria for an effective lesson plan objective:Manageable, Measurable, Made first, and Most important.
Technique 8 POST IT 89
Display your lesson objective where everyone can see it andidentify your purpose.
Technique 9 SHORTEST PATH 92
In planning lessons, find the most direct and effective route bywhich students can reach a goal.
Technique 10 DOUBLE PLAN 97
As you plan a lesson, plan what students will be doing at eachpoint in class.
Technique 11 DRAW THE MAP 103
Consciously design and control the physical environment in whichyou teach, including seating arrangements.
Section 3 Structuring and Delivering Your Lessons
Technique 12 THE HOOK 110
Introduce material to your class in a captivating, inspiring,and exciting way.
Technique 13 NAME THE STEPS 114
Break down complex tasks into steps that form a path for studentmastery.
Technique 14 BOARD = PAPER 121
This is a method by which a teacher models and shapes howstudents should take notes in order to capture information he orshe presents.
Technique 15 CIRCULATE 125
Move strategically around the room during all parts of thelesson.
Technique 16 BREAK IT DOWN 134
When a student makes an error, provide just enough help to allowher to ‘‘solve’’ as much of the originalproblem as she can.
Technique 17 RATIO 148
In some classrooms, teachers do nearly all of the cognitivework. The aim of Ratio is for students to do progressivelymore of it themselves.
Technique 18 CHECK FOR UNDERSTANDING 163
While you teach, constantly assess what your studentsunderstand. Correct misunderstandings as quickly as you can.
Technique 19 AT BATS 179
Succeeding twice at a skill won’t bring mastery. You getto real mastery on the twentieth iteration. Or the fiftieth. Or thehundredth. Give your students lots of practice in learning andmastering knowledge or skills.
Technique 20 EXIT TICKET 185
End each class with an explicit assessment of your objectivethat you can use to evaluate your (and your students’)success.
Technique 21 TAKE A STAND 190
Get students to exercise their own judgment of theirpeers’ answers. Doing so builds engagement, healthyskepticism, and confidence.
Section 4 Engaging Students in Your Lessons
Technique 22 COLD CALL 195
Call on students regardless of whether they’ve raisedtheir hands.
Technique 23 CALL AND RESPONSE 211
You ask (call); the class answers in unison (response). Do it tobuild energetic, positive engagement and to spread the work aroundthe room.
Technique 24 PEPPER 227
Pepper is fast-paced cumulative vocal review that buildsenergy and actively engages the whole class.
Technique 25 WAIT TIME 233
Allow students time to process before answering. If theyaren’t productive with that time, narrate them toward beingmore productive.
Technique 26 EVERYBODY WRITES 245
Prepare your students to engage rigorously by giving them thechance to reflect in writing before you ask them to discuss.
Technique 27 VEGAS 251
Vegas is the sparkle, the fun that brings studentstogether while progressing toward your learning objective.
Section 5 Creating a Strong Classroom CultureStrength
Overview to Section 5
THE IMPORTANCE OF ROUTINES 257
Strong routines are the backbone of an efficient classroom. Andstudents take pride in knowing how to do things the right way. Butgetting there is easier said than done. Here’s whatwe’ve learned about the ‘‘how’’ fortechniques 28 through 35.
Technique 28 ENTRY ROUTINE 261
Entry Routine is what students do as soon as they enterthe classroom. This technique covers how to make it and otherroutine tasks automatic to free more time for teaching.
Technique 29 DO NOW 267
A Do Now is a short activity you have written on theboard or placed on students’ desks for them to do as soon asthey enter the classroom.
Technique 30 TIGHT TRANSITIONS 271
Maximize time and energy for learning by instilling tightroutines for transitioning from one class activity to another.
Technique 31 BINDER CONTROL 281
Require students’ notes to live in a binder that youmanage actively and protect from loss, damage, ordisorganization.
Technique 32 SLANT 284
SLANT comprises five student behaviors that boost theirability to pay attention: (1) sit up straight, (2) listen, (3) askand answer questions, (4) nod your head, and (5) track thespeaker.
Technique 33 ON YOUR MARK 288
Everyone in class should be ready at the ‘‘startingline’’ with any needed materials when you begin theclass.
Technique 34 SEAT SIGNALS 292
Teach students to use signals to get permission to attend tonecessary business (bathroom, pencil sharpener, and so on) withoutdistracting the class.
Technique 35 PROPS 295
Engineer whole-class positive reinforcement for students whodemonstrate excellence.
Section 6 Setting and Maintaining High BehavioralStrength Expectations
Technique 36 100% 300
Expect 100% compliance, 100% of the time,100% of the way. But get it with finesse.
Technique 37 WHAT TO DO 319
Use specific, concrete, sequential, and observable directions totell students What to Do, as opposed to what not todo.
Technique 38 STRONG VOICE 333
Affirm your authority through intentional verbal and nonverbalhabits, especially at moments when you need control.
Technique 39 DO IT AGAIN 354
Give students more practice when they’re not up tospeed—not just doing something again but doing it better,striving to do their best.
Technique 40 SWEAT THE DETAILS 363
Even minor physical details of the classroom and personalappearance can signal and reinforce high expectations.
Technique 41 THRESHOLD 366
Meet your students at the door, setting classroom expectationsbefore they enter the room.
Technique 42 NO WARNINGS 374
Warnings are the slipperiest of slopes. Effectively andappropriately intervene, to keep expectations high.
Section 7 Building Character and Trust
Technique 43 POSITIVE FRAMING 380
Narrate the classroom you want and show your faith in studentseven while making corrections consistently.
Technique 44 PRECISE PRAISE 395
Make your positive reinforcement strategic. Differentiatebetween acknowledgment and praise.
Technique 45 WARM/STRICT 408
Be both warm and strict at the same time to send a message ofhigh expectations, caring, and respect.
Technique 46 JOY FACTOR 416
Celebrate the work of learning as you go.
Technique 47 EMOTIONAL CONSTANCY 426
Manage your emotions to consistently promote student learningand achievement.
Technique 48 EXPLAIN EVERYTHING 432
Help students see the big picture. Let them know how what youand they are doing in the classroom will advance themacademically.
Technique 49 NORMALIZE ERROR 438
Getting it wrong then getting it right is the fundamentalprocess of schooling. Expect it and communicate the normality ofthat process to students.
How to Use the DVD 459