DVD Contents xi Acknowledgments xvii The Authors xviii About Uncommon Schools xix Introduction 1 A Map to the Themes and Techniques 8 Part 1 Check for Understanding Chapter 1 Gat hering Data on Student Mastery Technique 1 Reject Self-Report 9 Replace functionally rhetorical questions with more objective forms of impromptu assessment. Technique 2 Targeted Questioning 17 Ask a quick series of carefully chosen, open-ended questions directed at a strategic sample of the class. Technique 3 Standardize the Format 25 Streamline observations by designing materials and space so that you're looking in a consistent place for the data you need. Technique 4 Tracking, Not Watching 53 Be intentional about how you observe. Decide specifically what you're looking for and remain disciplined about it in the face of distractions. Technique 5 Show Me 67 Flip the classroom dynamic. Have students actively show evidence of their understanding. Use the checkboxes to track your progress through this Field Guide. Technique 6 Affirmative Checking 81 Insert specific points into your lesson when students must get confirmation that their work is correct before moving on to the next stage. Chapter 2 Acting on the Data and the Culture of Error Technique 7 Plan for Error 89 Increase the likelihood that you'll recognize and respond to errors by planning for common mistakes in advance. Technique 8 Culture of Error 105 Create an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them. Technique 9 Excavate Error 115 Dig into errors, studying them efficiently and effectively, to better understand and learn from the places where students struggle. Technique 10 Own and Track 127 Have students track their corrections after studying errors. Part 2 Academic Ethos Chapter 3 Setting High Academic Expectations Technique 11 No Opt Out 139 Turn "I don't know" into success by ensuring that students who won't try or can't answer practice getting it right. Technique 12 Right Is Right 155 When you respond to answers in class, hold out for answers that are "all-the-way right" or up to your standards of rigor. Technique 13 Stretch It 169 Reward "right" answers with harder questions. Technique 14 Format Matters 185 Help your students practice responding in a format that communicates the value of their ideas. Technique 15 Without APOLOGY 199 Embrace rather than apologize for rigorous content, academic challenge, and the hard work necessary to scholarship. Chapter 4 Planning for Success Technique 16 Begin with the End 211 Progress from unit planning to lesson planning. Define the objective, decide how you'll assess it, and then choose appropriate lesson activities. Technique 17 4 Ms 221 Use four criteria to write an effective lesson plan objective, making it manageable, measurable, made first, and most important. Technique 18 Post It 229 Display your lesson objective where everyone can see it and identify your purpose. Technique 19 Double Plan 235 As you develop a lesson, plan what students will be doing at each point in class. Chapter 5 Lesson Structure Technique 20 Do Now 245 Use a short warm-up activity that students can complete without instruction or direction from you to start class every day. This lets the learning start even before you begin teaching. Technique 21 Name the Steps 257 Break down complex tasks into steps that form a path for student mastery. Technique 22 Board = Paper 265 Model and shape how students should take notes in order to capture the information teachers present. Technique 23 Control the Game 271 Ask students to read aloud frequently, but manage the process to ensure expressiveness, accountability, and engagement. Technique 24 Circulate 279 Move strategically around the room during all parts of the lesson. Technique 25 At Bats 287 Succeeding once or twice won't bring mastery; give your students lots and lots of practice mastering knowledge or skills. Technique 26 Exit Ticket 293 End each class with an assessment of your objective to evaluate your (and your students') success. Chapter 6 Pacing Technique 27 Change the Pace 303 Create "fast" or "slow" moments in a lesson by shifting activity types or formats. Technique 28 Brighten Lines 313 Make lesson activities begin and end crisply so students perceive the changes. Technique 29 All Hands 321 Leverage hand raising to positively impact pacing. Manage and vary the ways that students raise their hands, as well as the methods you use to call on them. Technique 30 Work the Clock 329 Measure time your greatest resource as a teacher intentionally and often visibly to shape your students' experience in the classroom. Technique 31 Every Minute Matters 335 Respect students' time by spending every minute productively. Part 3 Ratio Chapter 7 Building Ratio through Questioning Technique 32 Wait Time 339 Allow students time to think before they answer. If they aren't productive with that time, narrate them toward being more productive. Technique 33 Cold Call 349 Call on students regardless of whether they've raised their hands. Technique 34 Call and Response 359 Ask your class to answer questions in unison from time to time to build energetic, positive engagement. Technique 35 Break It Down 369 When a student makes an error, provide just enough help to allow her to "solve" as much of the original problem as she can. Technique 36 Pepper 377 Use Pepper as a fast-paced, vocal review to build energy and actively engage your class. Chapter 8 Building Ratio through Writing Technique 37 Everybody Writes 385 Give students the chance to reflect in writing before you ask them to discuss. Technique 38 Art of the Sentence 395 Ask students to synthesize a complex idea in a single, well-crafted sentence. The discipline of having to make one sentence do all the work pushes students to use new syntactical forms. Technique 39 Show Call 405 Create a strong incentive to complete writing with quality and thoughtfulness, by publicly showcasing and revising student writing regardless of who volunteers to share. Technique 40 Build Stamina 421 Help your students develop the ability to write for sustained periods of time. Technique 41 Front the Writing 427 Arrange lessons so that writing comes early in the sequence of activities. Chapter 9 Building Ratio through Discussion Technique 42 Habits of Discussion 431 Use a consistent set of ground rules to help student discussions to be more efficient, cohesive, and connected. Technique 43 Turn and Talk 439 Encourage students to better formulate their thoughts by including short, contained pair discussions but make sure to design them for maximum efficiency and accountability. Technique 44 Batch Process 453 Allow student discussion without teacher mediation, at times. Part 4 Five Principles of Classroom Culture Chapter 10 Systems and Routines Technique 45 Threshold 459 Meet your students at the door; set expectations before they enter the classroom. Technique 46 Strong Start 469 Design and establish an efficient routine for students to enter the classroom and begin class. Technique 47 STA R/SLANT 483 Teach students key baseline behaviors for learning, such as sitting up in class and tracking the speaker, by using a memorable acronym such as STA R or SLANT. Technique 48 Engineer Efficiency 491 Teach students simple, fast procedures for executing key classroom tasks, then practice to turn the procedure into a routine. Technique 49 Strategic Investment: From Procedure to Routine 503 Turn procedures into routines by rehearsing and reinforcing until excellence becomes habitual. Routinizing a key procedure requires clear expectations, consistency, and, most important, patience. Even so, it's almost always worth it. Technique 50 Do It Again 517 Give students more practice when they're not up to speed not just doing something again, but doing it better and striving to do their best. Chapter 11 High Behavioral Expectations Technique 51 Radar/Be Seen Looking 527 Prevent nonproductive behavior by developing your ability to see it when it happens and by subtly reminding students that you are looking. Technique 52 Make Compliance Visible 535 Ensure that students follow through on requests by asking for actions you can observe. Technique 53 Least Invasive Intervention 541 Maximize teaching time and minimize "drama" by using the subtlest and least invasive tactic possible to correct off-task students. Technique 54 Firm Calm Finesse 549 Establish an environment of purpose and respect by maintaining your own poise. Technique 55 Art of the Consequence 557 Ensure that consequences, when needed, are more effective by making them quick, incremental, consistent, and depersonalized. Technique 56 Strong Voice 573 Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you most need students to follow through. Technique 57 What to Do 583 Use specific, concrete, sequential, and observable directions to make sure they are clear to students. Chapter 12 Building Character and Trust Technique 58 Positive Framing 593 Motivate and inspire students by using a positive tone to deliver constructive feedback. Technique 59 Precise Praise 605 Make your positive reinforcement strategic. Differentiate between acknowledgment and praise. Technique 60 Warm/Strict 617 Be both warm and strict at the same time to send a message of high expectations, caring, and respect. Technique 61 Emotional Constancy 627 Manage your emotions to consistently promote student learning and achievement. Technique 62 Joy Factor 639 Celebrate the work of learning as you go. Index 651 How to Access the Online Contents 673 How to Use the DVD 675 More Ways to Engage and Learn with Teach Like a Champion 676
DOUG LEMOV is a managing director of Uncommon Schools, which runs forty-nine high-performing urban charter schools. Doug is the author of Teach Like a Champion, Reading Reconsidered, and Practice Perfect. JOAQUIN HERNANDEZ is an associate director of professional development at Uncommon Schools, where he studies classroom instruction to identify and write about highly effective teacher and instructional coaching practices. He also designs classroom resources, as well as online and in-person teacher training. JENNIFER KIM is an associate director of professional development at Uncommon Schools, where she studies classroom instruction to identify highly effective teacher and instructional coaching practices, designs training, facilitates professional development, and helps drive special projects on the team.