Potent Pedagogy 10 MicroTechniques Used by Effective Teachers

Potent Pedagogy 10 Micro-Techniques Used by Effective Teachers Why is this an IPA workshop? and/or What are you doing in a teacher workshop? Mark Greenberg, IPA Member; Consultant, Potent Pedagogy Dept. Chair/Teacher (28); Assistant Prin. (10); District Teacher Mentor (4) -------O’Fallon HS, O’Fallon IL (33) ------- Valley Park HS, Valley Park, MO (9)

Principal as “Instructional Leader”? 10 (Jason Micro-Techniques Leahy, IPA Ex. Dir. , hates that term)Used by Work -along q What’s your most important role in Effective Teachers your school? q What’s the role of pedagogy/instruction at your school? #1 Role of Pedagogy at Your School: (Channeling ASCD’s Peter De. Witt here) ü Every meeting, every time ü Teacher instituted/led/often co-planned ü Articles/Books/Current events as springboards/excuses to discuss instruction ü Flipped faculty meetings to create time for meaningful instructional discourse

Teach Like a Champion (2010) ---12 yrs. studying highest performing teachers in schools w/80% poverty where state scores comparable to best schools. ---Almost 100% of these teachers’ kids scored proficient on state tests.

Doug Lemov, managing director of Uncommon Schools (www. uncommonschools. org) • Starts and manages schools in urban areas across the Northeast • Currently 28 schools in five cities • Author of best-selling book, Teach Like a Champion (2010)

All 28 Uncommon Schools share five guiding principles: Work -along 1. ”All students deserve ____ #2 2. ”We go the distance to____ 3. ”We hold ourselves to____ 4. ”We believe in data to____ 5. ? ? ? 5. “We’re unapologetic about our focus on rigor and structure. ”

T N E T S N C I O T C S I K R O E T BO RAC CHA What makes good teaching is what works. Ø Almost obsessively specific (LTMBD) ----------------------------- Ø Technique names catchy & a little gimmicky b/a descriptive. Enable shared vocab to discuss. ------------------------------ ØMany techniques captured in short video clips in the books’ accompanying DVDs.

Ø Techniques often synergize – PB & J ------------------------ Ø Many not “new”; many technique names now routinely coached instructional practices (ala Marzano, Dearborn, Antonetti & Garver) ------------------------ Ø Make obvious assumptions about Teacher (CK/LP)

Teach Like a Champion 49 Techniques Divided into SIX DIVISIONS 1 – Setting High Academic Expectations 2 – Planning That Assures Academic Achievement 3 – Structuring and Delivering Your Lessons 4 – Engaging Students in Your Lessons 5 – Creating a Strong Classroom Culture 6 – Setting/Maintaining High Behavioral Expectations

How to select 10 out of 49. . . Method to the madness? Ok, let’s go---

Technique #1 – S. L. A. N. T. (bk clip #16 -- SLANT + 100%, Mr. Zimmerle) All Uncommon School rooms teach and use S. L. A. N. T.

Technique #1 S. L. A. N. T. (bk clip #16 -- SLANT + 100%, Mr. Zimmerle) q SLANT present & illustrated in most clips q Begs some questions: --Useful in all c/rs? --Necessary in all c/rs? --Too juvenile for HS? --Too controlling? Work -along --Too stifling? #3 -#4

Technique #2 – Cold Call (book clip #8, #9)

Cold Call = act of calling on students to answer e c a r G d questions at random, not based on who r a e h ? e ” n o o h y c n E volunteers to participate. A r o dr e e t w a l s e n A “ R s ’ n r o b Benefit: Checks for understanding r a e D Benefit: Raises number of different participants Benefit: ? ? ? Work Cold Call is . . . predictable. . . . systematic. . . . positive. . . . scaffolded. -along #5 Technique #2 – Cold Call (book clip #8, #9)

Technique #3 – No Opt Out (book clip #1, Mr. Williams)

Technique #3 – No Opt Out (bk clip #1, Mr. Williams) Work -along #6

Technique #4 – Right Is Right/ Stretch It (bk clip #3, Mr. Armstrong; Ms. Bromley)

Technique #4 – Right Is Right/ Stretch It (bk clip #3, Mr. Armstrong; Ms. Bromley) T: How do the families in Romeo and Juliet get along? S: They don’t like each other. T: (often does/says. . . ) -------Right/Right: (Hold out for all the way. ) T: (affirm, if possible; (HDYKT? follow up)

Technique #5 – Circulate (book clip #6—Ms. Dickinson) Work -along #8 -#9 related to Techniques “Radar” and “BSL (Be Seen Looking)”

Technique #6 – Wait Time (book clip #11—Ms. Driggs)) Work -along #10 A strategic delaying technique: ---Narrated wait time v U. Of FL research – even 1 -2 seconds significantly improves quality of student response; 3 -5 seconds decreases “IDK’s”

Technique #7 – Positive Framing (bk clip #19, Ms. Austin)

Technique #7 – Positive Framing (Ms. Volpe)

Technique #7 – Positive Framing (book clip #19, Ms. Austin) . Negative VS. Positive Framing Doctor: “There’s a 10% chance this operation will not succeed. ”

Correct & guide behavior with these thoughts: 1. Live in the now. Focus on what a student can fix right now to move forward. Work -a long 2. Assume the best. #11 “Is the kid giving me a hard time or having a hard time? ” ---What if action student took was intentional? 3. Allow plausible anonymity. Correct students without saying their names. Avoid contingencies. 4. Narrate the positive. Narrate the strengths of what kids in your class are doing. Technique #7 – Positive Framing

Technique #8 – Threshold Work -along #12

Technique #8 – Threshold

Technique #9 – Warm/Strict Contradiction? Are being warm and strict mutually exclusive?

Technique #10 – Exit Tickets (fg clip #13 Mr. Pollack, #14 Ms. Picard)

Work -along #14 What do we know about E x i t T i c k e t s ? ? Plenty. . . ------Please see handout.

Potent Pedagogy If we have time, let’s watch more clips. . v I’ll play a clip and you tell me which technique(s) it illustrates. . . 10 Micro-Techniques Used by Effective Teachers

Potent Pedagogy http: //www. boyd. k 12. ky. us/userfile s/496/Classes/27400/Teach%20 Like %20 A%20 Champion%20 -%20 The% 20 Main%20 Idea. pdf 10 Micro-Techniques Used by Effective Teachers

10 Micro-Techniques Used by Effective Teachers Role of Pedagogy at Your School: ü Every meeting, every time ü Teacher instituted/led/often co-planned ü Articles/Books as springboards/excuses to discuss instruction ü Flipped faculty meetings to create time for meaningful instructional discourse Mark Greenberg, Consultant, Potent Pedagogy