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Slide Notes

Lubbock officially has the toughest weather in America.

The Hub City knocked out 63 other cities in an online bracket contest set up by the Weather Channel.

Among the top cities were places that had lots of snow like the second place winner Fairbanks, AK.

But in the final contest, Lubbock easily knocked out Fairbanks 2:1.

- See more at: http://everythinglubbock.com/fulltext?nxd_id=169322#sthash.7YcLWLjC.dpuf
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Setting High Academic Expectations

Published on Jul 24, 2013

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1.

TEACH LIKE A CHAMPION

RHONDA SMITH, KPA LUBBOCK, TEXAS
Lubbock officially has the toughest weather in America.

The Hub City knocked out 63 other cities in an online bracket contest set up by the Weather Channel.

Among the top cities were places that had lots of snow like the second place winner Fairbanks, AK.

But in the final contest, Lubbock easily knocked out Fairbanks 2:1.

- See more at: http://everythinglubbock.com/fulltext?nxd_id=169322#sthash.7YcLWLjC.dpuf
2.

SETTING HIGH ACADEMIC EXPECTATIONS

TEACH LIKE A CHAMPION - DOUG LEMOV
49 techniques that set students on the path to college

Remember when you were starting your first teaching job and you went to training days like this. Somebody would inspire you to a lofty goal "like have high expectations" or "teach students not content". Then you would leave and realize that you don't know what to do on the first day.

These techniques are not new, but they are tools that, if used correctly and consistently, will take your teaching to a new level.
Photo by ginnerobot
3.

PYGMALION STUDY

EXPECTATIONS ARE A SELF-FULFILLING PROPHECY
Rosenthal and Jacobson study 1968

Teachers were led to believe that certain students were likely to be showing signs of a spurt in intellectual growth.

The study concluded that teacher expectations can influence student achievement, especially for the younger grades.
Photo by ginnerobot
4.

BEFORE THE FIVE TECHNIQUES

  • Call and Response
  • Pepper
  • Cold Call
  • Wait Time
Call and response (whole group response) Pepper (quick individual responses)

Teacher: Class, what's 3 times 4?
Class: 12!
T: Good, what's 3 times 5?
C: 15!
T: Yes, now Charlie, What's 3 times 6?
Charlie: 18!
T: Good, what's 3 times 6, class?
C: 18!
Teacher: Matilda, what's 3 times 4 again?

Notice that names come first.

Cold Call: Give me an example of foreshadowing in the short story. (pause 3-5 seconds), Matilda?

If your class hasn't much experience with rigorous reflection, use narrated wait time.
Teacher: I'm waiting a few seconds to allow you to find the passage in the story.
Photo by Leo Reynolds
5.

BEFORE THE FIVE TECHNIQUES

  • Call and Response
  • Pepper
  • Cold Call
  • Wait Time
Photo by Leo Reynolds
6.

TECHNIQUE 1

NO OPT OUT
Teacher: what is 8 times 3, (pause) student 1?
Student: I don't know

Now I have a problem.

Why did student 1 respond that way? Ideas?

Don't accuse, plead, or convince.
Photo by Leo Reynolds
7.

IT'S NOT OKAY NOT TO TRY

A sequence that begins with a student unable to answer a question should end with a student answering that question correctly.

How do you do that? 4 formats
Photo by Leo Reynolds
8.

4 FORMATS

  • You provide the answer, student repeats.
  • Another student provides the answer, student repeats.
  • You provide a clue.
  • Another student provides a clue
Teacher: what's the subject, James?
James: happy
Teacher: James, the subject is mother. Now you tell me. What's the subject?
James: Mother
Teacher: Good, James. The subject is mother.


Teacher: what's the subject, James?
James: happy
Teacher: Who can tell James what the subject of the sentence is?
Student 2: Mother.
Teacher: Good. Now you, James. What's the subject...


Teacher: what's the subject, James?
James: happy
Teacher: James, when I ask you for the subject, I'm asking for whom or what the sentence is about. See if that can help you find the subject.
James: The....


Teacher: what's the subject, James?
James: happy
Teacher: who can tell James what I'm asking for when I ask for the subject?
Student 2: You're asking for who or what the subject is about.
Teacher: Yes, James, what's the subject?...
Photo by Leo Reynolds
9.

4 FORMATS

  • You provide the answer, student repeats.
  • Another student provides the answer, student repeats.
  • You provide a clue.
  • Another student provides a clue
Teacher: what's the subject, James?
James: happy
Teacher: James, the subject is mother. Now you tell me. What's the subject?
James: Mother
Teacher: Good, James. The subject is mother.

Teacher: what's the subject, James?
James: happy
Teacher: Who can tell James what the subject of the sentence is?
Student 2: Mother.
Teacher: Good. Now you, James. What's the subject...

Teacher: what's the subject, James?
James: happy
Teacher: James, when I ask you for the subject, I'm asking for whom or what the sentence is about. See if that can help you find the subject.
James: The....


Teacher: what's the subject, James?
James: happy
Teacher: who can tell James what I'm asking for when I ask for the subject?
Student 2: You're asking for who or what the subject is about.
Teacher: Yes, James, what's the subject?...
Photo by Leo Reynolds
10.

WHAT'S A CLUE

  • The place the answer could be found
  • A step in the process
  • Another name for a term
Photo by Leo Reynolds
11.

WHICH FORMAT?

The closer the question is to today's objective the more worthy of a slower and cognitively rigorous "no opt out".
Photo by Leo Reynolds
12.

TECHNIQUE 2

RIGHT IS RIGHT
Set and defend a high standard of correctness in your classroom

Set and defend a high standard of correctness in your classroom

Many teachers respond to almost correct answers by "rounding up". They will affirm a student's response and repeat it adding more details to make it fully correct.


T: At the beginning of Romeo and Juliet, how do the Capulets and Montagues get along?
S: They don't get along.
T: Right. They don't get along and have been feuding for years.

This is what the student hears: Right! Blah, blah, blah.
This sets a low standard for correctness and makes the students believe they can be right even when they aren't.
Photo by Leo Reynolds
13.

RIGHT IS RIGHT

  • Hold out for all the way
  • Answer the question that is asked
  • Right answer, right time
  • Use technical vocabulary
Teacher: what is the perimeter of a square with side lengths of 4 inches?
Student: 16

Great teachers praise students for their efforts but never confuse effort with mastery
Use simple, positive language to express your appreciation of what the student has done and your expectation that he will march the last few yards to a correct answer.

T: can you identify the setting in the story?
S: This story reminds me of the injustice of racism.
A right answer to any question other than the one you asked is wrong.

T: When you add 1/2 and 1/4, what is the first thing that you need to do?
S: The answer is 3/4

Don't accept answers out of sequence.
Teaching a replicable, repeatable process is more important than the answer to that particular process.

Use technical vocabulary. Good teachers get students to develop effective right answers using terms they are comfortable with. Great teachers get them to use precise technical vocabulary.
Photo by Leo Reynolds
14.

RIGHT IS RIGHT

  • Hold out for all the way
  • Answer the question that is asked
  • Right answer, right time
  • Use technical vocabulary
Photo by Leo Reynolds
15.

RIGHT IS RIGHT

  • Hold out for all the way
  • Answer the question that is asked
  • Right answer, right time
  • Use technical vocabulary
Photo by Leo Reynolds
16.

TECHNIQUE 3

STRETCH IT
Reward right answers with follow-up questions that extend knowledge and test for reliability.

Tailor questions to individual students to meet them where they are and push them in a way that is directly responsive to what they've shown they can already do.
Photo by dbrekke
17.

STRETCH IT

THE SEQUENCE OF LEARNING DOES NOT END WITH A CORRECT ANSWER
Photo by dbrekke
18.

WAYS TO STRETCH IT

  • Ask how or why
  • Ask for another way to answer
  • Ask for a better word
T: How far is it from Durango to Pueblo?
S: Six hundred miles.
T: How'd you get that?
S: By measuring 3 inches on the map and adding 200 plus 200 plus 200
T: How did you know to use 200 for each inch?
S: I looked at the scale in the map key


T: is there a simpler way than adding 3 times?
S: I could have multiplied 200 times 3.
T: And when you do that you'd get what?
S: 600 miles
T: Very nice. That is a better way.

T: Why did Sophie gasp, Janice?
S: She gasped because the water was cold when she jumped in.
T: Can you answer with a different word than cold, one that tells how cold it was?
S: Sophie gasped because the water was freezing.
T: Okay, how about using one of our vocabulary words?
S: Sophie gasped because the water was frigid.
T: very nice
Photo by dbrekke
19.

WAYS TO STRETCH IT

  • Ask how or why
  • Ask for another way to answer
  • Ask for a better word
T: How far is it from Durango to Pueblo?
S: Six hundred miles.
T: How'd you get that?
S: By measuring 3 inches on the map and adding 200 plus 200 plus 200
T: How did you know to use 200 for each inch?
S: I looked at the scale in the map key


T: is there a simpler way than adding 3 times?
S: I could have multiplied 200 times 3.
T: And when you do that you'd get what?
S: 600 miles
T: Very nice. That is a better way.

T: Why did Sophie gasp, Janice?
S: She gasped because the water was cold when she jumped in.
T: Can you answer with a different word than cold, one that tells how cold it was?
S: Sophie gasped because the water was freezing.
T: Okay, how about using one of our vocabulary words?
S: Sophie gasped because the water was frigid.
T: very nice
Photo by dbrekke
20.

WAYS TO STRETCH IT

  • Ask how or why
  • Ask for another way to answer
  • Ask for a better word
T: How far is it from Durango to Pueblo?
S: Six hundred miles.
T: How'd you get that?
S: By measuring 3 inches on the map and adding 200 plus 200 plus 200
T: How did you know to use 200 for each inch?
S: I looked at the scale in the map key


T: is there a simpler way than adding 3 times?
S: I could have multiplied 200 times 3.
T: And when you do that you'd get what?
S: 600 miles
T: Very nice. That is a better way.

T: Why did Sophie gasp, Janice?
S: She gasped because the water was cold when she jumped in.
T: Can you answer with a different word than cold, one that tells how cold it was?
S: Sophie gasped because the water was freezing.
T: Okay, how about using one of our vocabulary words?
S: Sophie gasped because the water was frigid.
T: very nice
Photo by dbrekke
21.

Untitled Slide

  • Ask for evidence
  • Ask students to integrate another skill
  • Ask them to apply skill to new setting
By asking for evidence, you stress the building and supporting sound arguments.

(13)

Teacher: How would you describe Dr. Jones’s personality? What traits is he showing?
Student: He’s spiteful.
T: And spiteful means?
S: Spiteful means that he’s bitter and wants to make other people unhappy.
T: Okay, so read me two sentences from the story that show us that Dr. Jones is spiteful.

Real world questions integrate many skills.

(14)

Teacher: Who can use the word stride in a sentence?
Student: I stride down the street.
Teacher: Can you add some detail to show more about white stride means?
S: I stride down the street to buy some candy at the store.
T: Can you add an adjective to modify street?
S: I stride down the wide street to buy some candy at the store.
T: Good, now can you add a compound subject to your sentence?
S: My brother and I stride down the wide street to buy some candy at the store.
T: And can you put that in the past tense?
S: My brother and I strode down the wide street to buy some candy at the store.

Once students have mastered a skill, ask them to apply it to a new and more challenging setting.

(15)

Teacher: So what’s the setting of our story?
Student: The setting is in a town called Sangerville in the recent past.
T: Good. I notice that you remembered both parts of setting. Can you remember the setting of Fantastic Mr. Fox then?
S: It was on a farm in the recent past.
T: How do you know it was the recent past?
S: They had tractors.
T: Good. But what about movie? Do movies have a setting?
S: Yes.
T: Great. I’ll tell you a setting and you see if you can tell me a movie.
Photo by dbrekke
22.

Untitled Slide

  • Ask for evidence
  • Ask students to integrate another skill
  • Ask them to apply skill to new setting
14)Teacher: Who can use the word stride in a sentence?
Student: I stride down the street.
Teacher: Can you add some detail to show more about white stride means?
S: I stride down the street to buy some candy at the store.
T: Can you add an adjective to modify street?
S: I stride down the wide street to buy some candy at the store.
T: Good, now can you add a compound subject to your sentence?
S: My brother and I stride down the wide street to buy some candy at the store.
T: And can you put that in the past tense?
S: My brother and I strode down the wide street to buy some candy at the store.

Once students have mastered a skill, ask them to apply it to a new and more challenging setting.

(15)

Teacher: So what’s the setting of our story?
Student: The setting is in a town called Sangerville in the recent past.
T: Good. I notice that you remembered both parts of setting. Can you remember the setting of Fantastic Mr. Fox then?
S: It was on a farm in the recent past.
T: How do you know it was the recent past?
S: They had tractors.
T: Good. But what about movie? Do movies have a setting?
S: Yes.
T: Great. I’ll tell you a setting and you see if you can tell me a movie.
Photo by dbrekke
23.

Untitled Slide

  • Ask for evidence
  • Ask students to integrate another skill
  • Ask them to apply skill to new setting
(15)Teacher: So what’s the setting of our story?
Student: The setting is in a town called Sangerville in the recent past.
T: Good. I notice that you remembered both parts of setting. Can you remember the setting of Fantastic Mr. Fox then?
S: It was on a farm in the recent past.
T: How do you know it was the recent past?
S: They had tractors.
T: Good. But what about movie? Do movies have a setting?
S: Yes.
T: Great. I’ll tell you a setting and you see if you can tell me a movie.
Photo by dbrekke
24.

TECHNIQUE 4

FORMAT MATTERS
It's not what students say or write that matters, but how they communicate it.
Photo by florianmarquart
25.

BE ON THE LOOKOUT FOR...

  • Correct grammar
  • Complete sentences
  • Audible speech
  • Eye contact
Usually you won't need to stop and fully teach the correction, just start the correction and let the student finish or just repeat the error and the student will hear the mistake.

Peter and John is...
Photo by florianmarquart
26.

TECHNIQUE 5

WITHOUT APOLOGY
Don't apologize for content.

This is one of the things you’re going to take real pride in knowing.
When you’re in college you can show off how much you know about…
Don’t be rattled by this. It may look hard, but isn’t
This is really tricky, but you have shown me that you are ready to learn this.
It’s okay to be confused the first time through but we are going to get it. Let’s give it another try.
Photo by Scott McLeod
27.

http://www.haikudeck.com/p/FUw3LPOtK3

SLIDES WITH NOTES

Rhonda Smith