1.Teach Like a Champion (TLC)
49 Techniques That Put Students On the Path To College
Doug Lemov (2010)
Jossey-Bath Teacher (Publisher)
Dr. Gary Greene
Professor of Special Education
California State University, Long Beach
Special Needs Consultant,
U.S. State Department, Office of Overseas Schools
3.What does it mean to be a champion?
What words or characteristics do you associate with the term champion?
number 1 ranked, the very best….
focused, disciplined, dedicated….
intense, trained, exceptional….
confident, practiced, artful….
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).
6.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.”
7.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).
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.
9.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?
10.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).
11.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.
12.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.
13.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.
14.Examples of TLC Strategies
Let’s take a look at the specific strategies by category and see some of them in action!
15.Set high academic expectations
No opt out
Right is right
16.Right is Right
17.Right is Right
19.Plan instruction that assures academic achievement.
6. Begin with the end
Draw the map
20.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)
21.The Hook: Anticipatory Set
23.Effectively structure and deliver classroom lessons.
Break it down (aka Task Analysis and Scaffolding)
Check for understanding
At bats (aka high/frequent student engagement)
24.Check for Understanding/At Bats
25.Effectively structure and deliver classroom lessons.
Exit ticket (aka Closure)
Take a stand (aka Whole Group Accountability)
26.Effectively engage all students in every lesson.
Call and response (aka Choral Responding)
Wait time (aka Think Time)
Everybody writes (aka Quick Write)
Vegas (using song, rhythm, dance etc.)
30.Vegas (song, rhythm, rhyme)
31.Create a strong classroom culture.
5 essential principles of classroom culture:
32.Create a strong classroom culture.
Entry routine 33. On your mark
Do now 34. Seat signals
Tight transitions 35. Props
33.Tight Transitions/Do it Again
34.Binder Control/Do Now
36.Set and maintain high behavioral expectations.
100 percent 41. Threshold
What to do 42. No warnings
Do it again
Sweat the details
39.Do it Again/Exit Routines
40.Build character and trust in students.
Positive framing 49. Normalize error
The J factor
Explain why it matters
42.The J Factor
43.Maintain a brisk instructional pace.
Change the pace
Every minute matters (aka ELT/ALT=1.00)
Look forward (aka cueing)
Work with the clock
45.Challenge students to think critically.
Focus on questioning techniques
One at a time
Simple to complex
Clear and concise
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!
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.
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.
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?