Book Study:Teach Like A ChampionChapter 1

By: Shane Hubbard

What Are High Expectations?

High Expectations are not easily defined.

High expectations are very subjective.

High expectations are extremely necessary with the introduction of the STAAR exam.

We always hear about having high expectations for students, but we are rarely shown what that actually looks like in a classroom setting.

Setting High Academic Expectations

5 Techniques:No Opt Out

Right is Right

Stretch It

Format Matters

Without Apology

No Opt Out• Maintaining the expectation

that it’s not okay not to try

• Addresses the student who is using ‘I don’t know’ as an excuse to be left alone

• Addresses the student who is honestly trying to get the answer but doesn’t know it

The Key Idea to No Opt Out

A sequence that begins with a student unable to anwer the

question should end with the student answering that question as

often as possible.

What it Looks Like4 Ways to Do It

• You provide the answer; the student repeats the answer.

• Another student provides the answer; the initial student repeats the answer.

• You provide a cue; your student uses it to find the answer.

• Another student provides a cue; the intial student uses it to find the answer.

Right is RightSet and defend a high standard of

correctness in your classroom.

Student’s answers should be 100% right before you tell him/her it is right.

In doing this you set the expectation that the questions you ask and their answers

truly matter.

4 Ways to do Right is Right• Hold out for all the way: make sure students

completely answer the question correctly.

• Answer the Question: make sure students are answering the actual question you asked.

• Right Answer, Right Time: make sure students are not jumping ahead of your questions.

• Use Technical Vocabulary: make sure students use technical vocabulary in thier answers.

Stretch It

The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability.

How to “Stretch It”

Ask how or why

Ask for another way to answer

Ask for a better word

Ask for evidence

Ask students to integrate a related skill

Ask students to apply the same skill in a new setting

Format MattersUse Format Matters to prepare your students to succeed

by requiring complete sentences and proficient grammar every chance you get.

• Grammatical Format: correct slang, syntax usage, and grammar

• Complete Sentence Format: students must use complete sentences

• Audible Format: make sure everyone can hear VOICE

Without ApologyAssuming something is boring: if you say it’s boring it will be

Blaming it: when you blame someone else the students won’t respond to it

Making it “accessible”: find a way to make challenging content seem attainable

Chapter 2Planning That Ensures

Academic Achievement5 Planning

Techniques:

1. Begin With the End

2. 4 Ms

3. Post It

4. Shortest Path

5. Double Plan

Begin With The End

Questions:

ASK YOURSELF:

Why are you teaching the material you are teaching?

What’s the outcome you desire?

How does this relate to what you will teach tomorrow and to what your students need to have learned to be ready for the next grade?

It means:

Progressing from unit planning to lesson planning

Using a well-framed objective to define the goal of each lesson

Determining how you will assess your effectiveness in reaching your goal

Deciding on your activity

4 Ms• Manageable: an effective objective should be of a size

and scope that can be taught in a single lesson

• Measurable: an effective objective should be written so that your success in achieving it can be measured, ideally by the end of class period

• Made First: an effective objective should be designed to guide the activity, not to justify how a chosen activity meets one of several viable purposes

• Most Important: an effective objective should focus on what is most important on the path to college and nothing else

What is Wrong With These Example Objectives?

Students will be able to add and subtract fractions with like and unlike denominators.

Students will be able to appreciate various forms of poetry, including sonnets and lyric poetry.

Students will view scenes from the film version of The Crucible.

Students will construct a poster to celebrate Martin Luther King Jr. Day.

What is Wrong With These Example Objectives?

Students will be able to add and subtract fractions with like and unlike denominators. Not manageable

Students will be able to appreciate various forms of poetry, including sonnets and lyric poetry. Not measurable

Students will view scenes from the film version of The Crucible. Not made first

Students will construct a poster to celebrate Martin Luther King Jr. Day. Not most important

Examples of Good Objectives

Recognize and list the literary devices found in Twilight.

Identify and describe polygons using the language of Geometry.

Understand the basic structure of the atom.

Identify the contributions of Kim Kardashian to the nation as a whole.

Post ItWrite the objective in a visible location every day.

Write it in the same place every day so that students can easily recognize it.

Point out the objective every day to the students and go over it.

Double PlanIt’s as important to plan for what students

will be doing during each phase of your lesson as it is to plan for you’ll be doing

and saying.

Too often teachers forget to plan what students will be doing each step of the

way. What will they be doing while you’re reviewing the primary causes of

the Civil War?

Draw The MapQuestions to ask yourself:

1. When should students interact in school?

2. How should students interact in school?

3. What should the way students sit signal and incentivize about the various kinds of interactions?

4. What kinds of interactions support which kinds of lesson objectives?

5. What other kinds of ways can students be socialized to interact appropriately without necessarily building the classroom around that one idea every day.

Chapter 3:Structuring and Delivering

Your Lessons5 Step Processof I/We/You: This process helps to

relinquish the responsiblity of learning from the teacher to the student.

I. I I do.

II. We I do; you help

III. We You do; I help

IV. You You do

V. You You do, and do, and do

The HookA short introductory moment that

captures what is interesting and engaging about the material and puts it out front.

Story: tell a quick and engaging story that leads directly into the material.

Analogy: use an interesting and meaningful analogy to start the lesson

Prop: bring in a prop from home and use it to get the student’s attention

Media: use a picture or video to capture the student’s attention

Status: describe something great: could be great work by a student etc.

Challenge: give students a difficult task and let them try to accomplish it

Name the StepsIdentify the steps: make complex skills transparent to students (no more than 7 steps)

Make them sticky: make the names of the steps memorable and something that sticks in the student’s minds (mnemonics can work well)

Build the steps: designing the steps in an activity is just as important

Use two stairways: have two parallel conversations going about how to get an answer to the current problem and how to answer the problem

Board = Paper