Your browser indicates if you've visited this linkBuy Wile01 2nd ed. Your browser indicates if you've visited this linkFind great deals for Teach Like a Champion 2. Shop with confidence on eBay! Your browser indicates if you've visited this link PDFhttps ebooktopdf.
Your browser indicates if you've visited this link More resultsBooktopia - Teach Like a Champion 2. Your browser indicates if you've visited this linkBooktopia has Teach Like a Champion 2.
Buy a discounted Paperback of Teach Like a Champion 2. More results com: Teach Like a Champion 2. Telusuri situs ini. Is this content inappropriate? Report this Document. Description: Read Teach Like a Champion 2. Flag for inappropriate content. Download now. Save Save Teach Like a Champion 2. For Later.
Original Title: Teach Like a Champion 2. Related titles. Carousel Previous Carousel Next. Jump to Page. And James has seen himself succeed where just moments ago he was unable to.
He has rehearsed success and practiced one of the fundamental processes of school: get it wrong; then get it right. Student Graphcomm. Four forms: Format 1: You provide the answer: the students repeat the answer. Champion Saintlukebc. Get free access to the library by create an account, fast download and ads free. We cannot guarantee that every book is in the library.
Teach Melbhattan. In Teach Like a Champion 2. Techniques Yumpu. Question Scribd. Champion 49 Techniques that put students on the path to college. Doug Lemov We will cover just 5 tonight. Very powerful, yet simple strategies. Clip 1 — No Opt Out — Mr. Nanango Academia. Integrity Teachlikeachampion. Available Collectionbooks.
This book was released on 12 January with total page pages. Book excerpt: One of …. Teach Scribd. Read Teach Like a Champion 2.
Champion Real-estate-us. Get free access to the library by create an account, fast …. Teach Itseyeris. I often begin teacher trainings by showing a video clip of my colleague Doug McCurry, the founder of Amistad Academy in New Haven, Connecticut, and the Achievement First network of schools, both of which have a national reputation for excellence. In the clip McCurry teaches his students how to pass out papers on the first day or two of school.
He takes a minute or so to explain the right way to do it pass across rows; start on his command; only the person passing gets out of his or her seat if required; and so on. Then his students start to practice. Pretty good. They love to be challenged and love to see themselves improving. They are smiling. Inevitably there are skeptics when I show this clip. The activity treats students like robots, they charge. It brainwashes them when it should be setting their minds free.
I ask you to consider those objections in light of the following numbers, however. Assume that the average class of students passes out or back papers and materials twenty times a day and that it takes a typical class a minute and twenty seconds to do this. They can then allocate this time to studying the causes of the Civil War or how to add fractions with unlike denominators.
Now multiply that twenty minutes per day by school days, and you find that McCurry has just taught his students a routine that will net him thirty-eight hundred minutes of additional instruction over the course of a school year. Assuming that, all told, McCurry spends an hour teaching and practicing this routine, his short investment will yield a return in learning time of roughly 6, percent, setting his students free to engage their minds several thousand times over.
He has performed a minor miracle. Now you have a potent technique, one that is common across almost every one of the highest-performing classrooms and schools I have seen. Unfortunately, this dizzyingly efficient technique— so efficient it is all but a moral imperative for teachers to use it—remains beneath the notice of the avatars of educational theory.
Or consider a technique, also common to high-performing teachers, called No Opt Out technique 1 in Chapter One. The technique involves going back to a student who was at first unable or unwilling to provide an answer to a question and asking him to repeat the correct answer after another student in the class has provided it.
You ask James what 6 times 8 is. It also exposes James to a simple iteration of what successful learning looks like: you get it wrong, you get it right, you keep moving. Over time, you normalize this process and ask more and more of James.
The result is powerful not only for individuals but also decisive in building a classroom culture where effort replaces the disinterested shrug as the behavioral norm. Either way, No Opt Out is unlikely to find much of a place within many current training programs. I am not writing this book to engage in a philosophical debate, however.
My goal is to tell you how great teachers walk into classrooms every day in places like Newark, New Jersey; Bedford-Stuyvesant in Brooklyn; neighborhoods like Roxbury in Boston and Anacostia in Washington, DC and prepare the students they meet there to succeed.
I am writing this book to tell you how you can do it too. And I am writing this book because doing this work in places like Newark, Bedford-Stuyvesant, Roxbury, and Anacostia is too important not to do. They can help you achieve the highest levels of student performance, but they are not only more powerful when used in concert with four other strategic yes, strategy after all!
You might argue that these four practices describe the most effective strategic approach. Many readers are likely familiar with these ideas. But given that this book describes what it takes to get from good to great, I will take a moment here to digress and describe what makes classrooms good, even if for some it may seem like a review.
Teaching Assessed Standards If you teach in an American public school, you deal with standards every day. Will it allow her to use a technique she enjoys? The second question focuses the teacher on the goal: What 10 Introduction exactly does she want her students to be able to do when the lesson is over?
Both are teaching standards, but the discipline of the second approach is more likely to yield results. Great teachers plan objectives, then assessments, then activities. Students will read various genres for comprehension and understanding. Again this is an indicator of likely success. Another key to using standards effectively is locking in on how a standard is assessed: what skills, at what level of complexity, and in what formats.
This is called the assessed standard. My Uncommon Schools colleague Paul BambrickSantoyo has written powerfully about the importance of understanding assessed standards. Consider these classroom assessment questions that six different 7th grade math teachers created to measure mastery of this standard: 1.
Shawn got 7 correct answers on his science test out of ten possible. What percentage of questions did he answer correctly? Redick was on pace to set a college basketball record in career free throw percentage. Going into the NCAA tournament in , he had made 97 of free throw attempts.
What percentage of free throws had he made? In the first tournament game, Redick missed his first five free throws. How far did his percentage drop from right before the first game after he missed those free throws? Introduction 11 6. Chris Paul and J. Redick were competing for the best free throw percentage.
Redick made 94 percent of his first shots, whereas Paul made 47 of 51 shots. What are their new overall shooting percentages? Who is the better shooter? Is this true? Why or why not? Describe in detail how you arrived at your answers. Note how the level of difficulty increases with each question. For the first question, a student could understand 50 percent as one-half and determine the answer without actually using percentages. Questions 3—6 could be considered attempts at real world application or critical thinking, but Question 6 requires far more critical thinking and conceptual understanding than any other question.
Despite these drastic differences, every one of the questions is standards based. This leads to the central point. Standards are meaningless until you define how you will assess them. Not all teachers spend the time to learn the full detail about what they are accountable for and then, ideally, how to exceed it in rigor and expectations.
As a result, not all teachers are as efficient as they could be in instilling mastery of the skills and knowledge their students need most. Again, you may well do this already. But if you follow the techniques described in this book but fail to align yourself carefully to assessed standards, as Paul describes, you risk moving very decisively in the wrong direction.
Despite the proliferation of such systems, many teachers still leave value on the table when it comes to using data to inform their teaching. Teachers who are most proficient at using data examine them not only to tell them who got what right and what wrong, but why. They have a process for turning results into reteaching. They use data to understand not only how to spend their time in the classroom but how to teach better in the time they allocate to each topic.
Again, this may well be something 12 Introduction you already do. Higher-Level Lesson Planning Almost every teacher writes lesson plans. This points out the risk of compliance-based management systems: they can force people to comply but not to excel. Not only do the most effective teachers plan their activities, often minute by minute, but they script their questions in advance. The ramifications of this are far reaching. My point is not that everyone can or should be just like Julie many of us would like to try but that lesson planning over and above the norm is a key driver of student achievement.
I have come to recognize this issue in part through my own folly. My choices were often stereotypical: novels with adolescent themes or protagonists who faced Introduction 13 discrimination.
There is a place for these types of book, and inspiring kids with stories written right at them—books written specifically for children and teens and written about people similar to themselves—is fine for a time. But in the long run, using the content you teach to take all kids, not just inner-city kids, outside their own narrow band of experience is critical. This means challenging them with ideas outside their experience.
Pandering to kids by substituting lyrics for lyric poetry or referring to a corpus of movies for examples of literary devices instead of a corpus of novels is easy in the short run but insufficient in the long run. There is a right and wrong time and place for every tool, and it will always fall to the unique style and vision of great teachers to apply them. That, in a word, is artistry. Given the tools here, I believe teachers will make insightful, independent decisions about how and when to use the techniques of the craft as they go about becoming masters of the art of teaching.
You can see the various techniques by viewing the video clips on your DVD. These clips have the potential to help you drive practical and effective classroom results. I chose these for the book because they show great teachers using specific teaching techniques that differentiate the great from the merely good. To maximize the effectiveness of these clips, I suggest you read the description of the technique, watch the DVD, and then reflect on your own practice and how you might use it.
I hope you find these teachers as inspirational as I do. Sometimes they came from watching gifted and driven teachers in unanticipated, impromptu moments. In watching all of these teachers, I gradually added the layers of practical guidance that I hope make this book concrete and useful. If nothing else, I hope that you will be struck by how normal they are—how they go home at the end of the day to families and relationships and hobbies a lot like yours.
They change the world from their humble seven hundred square feet of linoleum not because they were born with special powers but because they have nailed the details of the craft. They were determined to become artisans, and with time and practice, they are now artists. As a new Teach for America corps member in Paterson, New Jersey, straight out of college, she nonetheless earned the Teacher of the Year award.
When she asked a question, she had everyone raising their hands. Plus, it was quiet. I was incredulous. She spent countless hours prepping, rehearsing possible dialogue, and writing individual notes to every student, and she elicits the same kind of dedication from her staff.
Modeling dedication comes naturally to Jackson. She leaves her own two children, Amari and Nyla, at a. After spending time with her family, she often flips open her laptop and e-mails until late into the evening. He showed up with nothing but a pencil.
Did he need to make copies? Did Introduction 15 he need time to prepare? Would he like to be briefed on the students he would be teaching? No; he was ready. Stacey and I looked at each other and raised our eyebrows. We braced for disaster, but thirty seconds into the lesson, we knew we were hiring him.
Having never met any of the children in the room, knowing he might never see them again, having no authority but his personal magnetism, he inspired them to their core.
Lacing a constant patter about values like humility, respect, and diligence into a lesson on place value in which every student not only successfully mastered the objective but could recognize that success, Bob redefined teaching for me that morning.
And this is not just my opinion. In a now famous piece of training footage, we observed her make fifteen nonverbal interventions to keep individual students on task during the five or so minutes she taught a vocabulary lesson.
And she did this without interrupting the content and discussion once. It was all invisible except to the student corrected. The importance of this lesson—that for outstanding teachers, the root cause of success is not some gift but work ethic, diligence, and high personal standards—is impossible to underestimate.
I saw No Opt Out for the first time. Watching him take Strong Voice technique 38 in Chapter Six to a level of specificity finally allowed me to write about it. He called students out, but his toughness was balanced with unmistakable love. They would walk through fire for him.
Watching him praise them and watching him on the basketball court at recess, I saw that caring and strict were, as I write in Emotional Constancy technique 47 in Chapter Seven , not opposite sides of the same coin, in which you choose to be one or the other, but two separate coins. The more he was of one, the more he was also of the other. Sultana Noormuhammad When I was a teacher, I was a law-and-order guy—a tape-on-the-floor-and-thelegs-of-your-desk-on-the-right-piece-of-tape kind of guy.
She was holding a microphone, and everyone was singing about math. They were dancing too—possibly about math. Her voice rang above the happy voices with an irrepressible cheer. The sense of joy and math was overwhelming. And then I noticed that her students were more attentive and better behaved than mine had ever been. Perhaps no other classroom has ever caused me so much accurate self-criticism. She teaches writing and spends a lot of time on grammar.
Her artful presentation of the content—how it all works, how ideas relate, what ways the knowledge can be made systematic—results not only in outstanding student outcomes, but almost every visitor to her class remarks on the fact that they just learned a rule of grammar that they had not known before from hearing a student explain it.
The uniform, it turns out, was just one of many props and costumes Rob uses to make reading come to life. And what does it mean to say they were successful in closing the achievement gap? In some cases, I also used other testing instruments such as nationally normed assessments, literacy assessments like the DIBELS, and internal diagnostic tools we use at Uncommon Schools to surpass or complement the measurement range of state assessments.
State test results are necessary but not sufficient. Without doubt there are myriad skills and a broad knowledge base that students need to master to succeed in college, and many of these things are not measured on state assessments. But also, without doubt, there is a set of core skills that is also necessary and that many, even most, students not lucky enough to be born to privilege have not mastered. A student of mine, the bright and passionate son of a single mother with limited English, worked his way to Williams College.
It was a triumph for him and his dedicated mother, who told stories of borrowing the books from a classmate in her native Haiti so she could do her homework outside a shop that left a light on in the evenings.
He was the first in his family to go to college, and here he was at arguably the best liberal arts college in the country. He had passionately engaged the topic with strong ideas, couched in prose that at times occluded his meaning or wounds itself into syntactical knots. His subject-verb agreement was imperfect.
My student, M. His comments scarcely engaged M. Though his analysis of Huston was insightful, he occasionally lacked the kind of skills measured on state tests e. Sadly they also allowed the professor to avoid discussing the content of his argument in the same way she did for the children of privilege.
So let us assume that students need to have both kinds of skills. They need to be able to write a short paragraph giving evidence to support a conclusion.
They need to be able to solve for x. Most state tests do an effective job of measuring these skills, and while students who can demonstrate them are not yet fully prepared for college, there are no students who are prepared for college who cannot demonstrate them. I know this because within Uncommon Schools, when we correlate the success of our students on tougher internal assessments essay writing assessments that are far more demanding than state tests, for example , there is a strong correlation between both the teachers and students whose results show the most growth and achievement on the two types.
In short, student success as measured by state assessments is predictive of their success not just in getting into college but of their succeeding there. Finally, the correlation between success on even more straightforward assessments nationally normed test scores and ultimate academic success should be instructive to us. I often meet educators who take it as an article of faith that basic skills work in tension with higher-order thinking. That is, when you teach students to, say, memorize their multiplication tables, you are not only failing to foster more abstract and deeper knowledge but are interfering with it.
This is Introduction 19 illogical and, interestingly, one of the tenets of American education not shared by most of the educational systems of Asia, especially those that are the highestperforming public school systems in the world.
Those nations are more likely to see that foundational skills like memorizing multiplication tables enable higherorder thinking and deeper insight because they free students from having to use up their cognitive processing capacity in more basic calculations. To have the insight to observe that a more abstract principle is at work in a problem or that there is another way to solve it, you cannot be concentrating on the computation. So what do the scores of the teachers who inspired this book look like?
Our population is almost entirely minority and overwhelmingly poor the data change constantly, but across our schools the poverty rate is 80 percent or more. Our students are selected at random from the districts where we work, have a higher poverty rate than the districts from which we draw, and, contrary to myth, are often the least, rather than the best, prepared students in those districts one of the major reasons parents exercise school choice is that their students are struggling and increasingly at risk in their original schools; they are moving from as much as to.
Since our mission is to close the achievement gap, our board of directors asks us to compare ourselves to the best measure of the other side of the achievement gap: the state white average SWA , that is, the average score of all white students in the state, a measure that exceeds the overall state average. As the figures that follow show, our schools not only outperform the districts we serve and not only outperform the average of all students 20 Introduction in the state, but indeed outperform SWA.
After a few years with our teachers, poor and minority students who come from underperforming districts surpass the performance of students of privilege. But of course the teachers who informed this book most, those at Uncommon and at similar schools like Roxbury Prep Charter School and similar groups of schools like the Knowledge Is Power Program KIPP and Achievement First, are not average teachers even in those gap-closing schools.
They are the best among the best. So their results are even better. At Rochester Prep, the math team, led by Bob Zimmerli and Kelli Ragin, ensured that percent of the sixth- and seventh-grade students were proficient, thus outperforming every district in the county, including the top suburban districts. The English language arts ELA team, led by Colleen Driggs, Jaimie Brillante, Patrick Pastore, and the principal at that time, Stacey Shells, not only matched the feat of percent proficiency in seventh grade but managed to prepare 20 percent of students to score advanced on the test.
This is the level above proficiency. For comparison, less than 1 percent of students in Rochester City School District, from which Rochester Prep drew its students just two years earlier, scored advanced.
See Figures I. By sequential, I mean effective and instructionally aligned and consistent teachers who pass their classes to one another at the end of each school year. In the case of the Rochester Prep, ELA team Driggs, Pastore, Brillante, Shells, and their peers are highly aligned in terms of techniques, not only using techniques similar to those in this book but borrowing adaptations and wrinkles from one another in a virtuous cycle of improvement for teachers and consistency for students.
The scatter plot in Figure I. Every dot on the graph is a school. Thus, a dot at 50 on the x -axis and 50 on the y-axis is a school with half of its students living in poverty and half of them not necessarily the same ones proficient.
Observing the scatter plot, you will quickly recognize the strong correlation between poverty and low performance. As poverty increases, proficiency rates go down. This correlation can be quantified using a line of best fit the diagonal line across the plot , that is, the line that is the least total distance from all of the points on the plot.
Statisticians would argue that it shows the predicted level of proficiency for a school at any point on the poverty scale. This analysis is powerful because it allows us to see a clear and accurate model of academic performance at schools with almost no students living in poverty, based on actual results of every public school in New York State.
That is, it gives a much more accurate picture than SWA of the other side of the achievement gap though it works for only a single test. Thus, on the Introduction 23 graph, a school standing as firmly on the fortunate side of the achievement gap as possible, one with all of its students living above the poverty line, we would predict about a 96 percent proficiency rate.
Great teaching, its teachers have proven, is strong enough to close the achievement gap. Those groups of randomly selected students in fact outperformed other randomly selected groups whose teachers had not been led to expect great things, presumably because of those expectations. One of the problems with findings about high expectations is that they often include in the definition a wide array of actions, beliefs, and operational strategies.
One study defined high expectations as including the decision to allocate and protect more time on task in academic subjects. So what are the concrete actionable ways that teachers who get exceptional results demonstrate high expectations? This chapter looks at five, derived from 27 28 Teach Like a Champion these teachers, that raise expectations and differentiate great classrooms from the merely good ones.
No Opt Out helps address both. At its core is the belief that a sequence beginning with a student unable or unwilling to answer a question should end with that student giving the right answer as often as possible, even if it is only to repeat the correct answer. Only then is the sequence complete. In its simplest form, No Opt Out might look like this.
You ask Charlie what 3 times 8 is. And all too often it works. If you used No Opt Out in this situation, you would turn to another student, Devon, and ask him that same question.
The moment when you circle back and ask the student to reanswer the original question is the No Opt Out. No Opt Out proves to be just as powerful in situations where students are trying.
And James has seen himself succeed where just moments ago he was unable to. He has rehearsed success and practiced one of the fundamental processes of school: get it wrong; then get it right. But in all likelihood, with any plausible gray area removed see the box , he will answer. This is discussed further in What to Do. Devon, what is it? Now you, Charlie. But first I want to underscore Setting High Academic Expectations 31 how the technique allows you to ensure that all students take responsibility for learning.
It establishes a tone of student accountability, and it honors and validates students who do know the answer by allowing them to help their peers in a positive and public way. The tone of No Opt Out in most classrooms is astoundingly positive and academic.
Using it empowers you to cause all students to take the first step, no matter how small. It reminds them that you believe in their ability to answer. This causes them to grow increasingly familiar with successful outcome. No Opt Out normalizes this process with the students who need it most. In the first instance, he calls on a student to read the word acted.
That said, Williams has still firmly established a strong accountability loop. There are four basic formats of No Opt Out.
This ensures that everyone comes along on the march to college. James, the subject is mother. Now you tell me. The subject is mother. Good, James. Who can tell James what the subject of the sentence is? Now you, James. Yes, the subject is mother. A variation on this method is to ask the whole class, rather than one individual student, to provide the correct answer using Call and Response, technique 23 in Chapter Four and then have the initial student repeat.
On the count of two, class, tell me what the subject of the sentence is. One, two. What is it? James, when I ask you for the subject, I am asking for who or what the sentence is about. Now, James, see if that can help you find the subject. Who can tell James what I am asking for when I ask for the subject? Yes, I am asking for who or what the sentence is about. I use the word cue here to mean a hint that offers additional useful information to the student in a way that pushes him or her to follow the correct thinking process.
A hint, by contrast, could offer any information. When you ask your students to provide a cue, be sure to provide guidance as to what kind of cue would be useful. So how should you go about deciding which type of No Opt Out to use? As a rule of thumb, sequences in which students use cues to answer questions are more rigorous than those in which students merely repeat answers given by others, and sequences in which students do more of the narration and intellectual work are generally preferable.
And if you do, you risk not only losing your momentum but you allow students to co-opt the lesson by constantly feigning ignorance and cleverly taking you off task.
0コメント