| |
| |
| DVD Contents | |
| |
| |
| Acknowledgments | |
| |
| |
| The Author | |
| |
| |
| About Uncommon Schools | |
| |
| |
| Introduction | |
| |
| |
| A Map of the 49 Techniques | |
| |
| |
| |
| Setting High Academic Expectations | |
| |
| |
| |
| No Opt Out | |
| |
| |
| Turn ''I don't know'' into a success by helping students who won't try or can't succeed practice getting it right (and being accountable for trying) | |
| |
| |
| |
| Right Is Right | |
| |
| |
| When you respond to answers in class, hold out for answers that are ''all-the-way right'' or all the way to your standards of rigor | |
| |
| |
| |
| Stretch It | |
| |
| |
| Reward ''right'' answers with follow-up questions that test for reliability, challenge students, and extend knowledge | |
| |
| |
| |
| Format Matters | |
| |
| |
| Help your students to ''format'' responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria | |
| |
| |
| |
| Without Apology | |
| |
| |
| Get beyond labeling what students need to learn as ''boring,'' out of your control, or too remote or hard for them. Keep it rigorous, not watered down | |
| |
| |
| |
| Planning That Ensures High Academic Achievement | |
| |
| |
| |
| Begin With The End | |
| |
| |
| Progress from unit planning to lesson planning. Define the objective, decide how you'll assess it, and then choose appropriate lesson activities | |
| |
| |
| |
| 4 MS | |
| |
| |
| There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important | |
| |
| |
| |
| Post It | |
| |
| |
| Display your lesson objective where everyone can see it and identify your purpose | |
| |
| |
| |
| Shortest Path | |
| |
| |
| In planning lessons, find the most direct and effective route by which students can reach a goal | |
| |
| |
| |
| Double Plan | |
| |
| |
| As you plan a lesson, plan what students will be doing at each point in class | |
| |
| |
| |
| Draw The Map | |
| |
| |
| Consciously design and control the physical environment in which you teach, including seating arrangements | |
| |
| |
| |
| Structuring and Delivering Your Lessons | |
| |
| |
| |
| The Hook | |
| |
| |
| Introduce material to your class in a captivating, inspiring, and exciting way | |
| |
| |
| |
| Name The Steps | |
| |
| |
| Break down complex tasks into steps that form a path for student mastery | |
| |
| |
| |
| Board = Paper | |
| |
| |
| This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents | |
| |
| |
| |
| Circulate | |
| |
| |
| Move strategically around the room during all parts of the lesson | |
| |
| |
| |
| Break It Down | |
| |
| |
| When a student makes an error, provide just enough help to allow her to ''solve'' as much of the original problem as she can | |
| |
| |
| |
| Ratio | |
| |
| |
| In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves | |
| |
| |
| |
| Check For Understanding | |
| |
| |
| While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can | |
| |
| |
| |
| At Bats | |
| |
| |
| Succeeding twice at a skill won't bring mastery. You get to real mastery on the twentieth iteration. Or the fiftieth. Or the hundredth. Give your students lots of practice in learning and mastering knowledge or skills | |
| |
| |
| |
| Exit Ticket | |
| |
| |
| End each class with an explicit assessment of your objective that you can use to evaluate your (and your students') success | |
| |
| |
| |
| Take A Stand | |
| |
| |
| Get students to exercise their own judgment of their peers' answers. Doing so builds engagement, healthy skepticism, and confidence | |
| |
| |
| |
| Engaging Students in Your Lessons | |
| |
| |
| |
| Cold Call | |
| |
| |
| Call on students regardless of whether they've raised their hands | |
| |
| |
| |
| Call And Response | |
| |
| |
| You ask (call); the class answers in unison (response). Do it to build energetic, positive engagement and to spread the work around the room | |
| |
| |
| |
| Pepper | |
| |
| |
| Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class | |
| |
| |
| |
| Wait Time | |
| |
| |
| Allow students time to process before answering. If they aren't productive with that time, narrate them toward being more productive | |
| |
| |
| |
| Everybody Writes | |
| |
| |
| Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss | |
| |
| |
| |
| Vegas | |
| |
| |
| Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective | |
| |
| |
| |
| Creating a Strong Classroom Culture Strength | |
| |
| |
| Overview to Section 5 | |
| |
| |
| The Importance Of Routines | |
| |
| |
| Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here's what we've learned about the ''how'' for techniques 28 through 35 | |
| |
| |
| |
| Entry Routine | |
| |
| |
| Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching | |
| |
| |
| |
| Do Now | |
| |
| |
| A Do Now is a short activity you have written on the board or placed on students' desks for them to do as soon as they enter the classroom | |
| |
| |
| |
| Tight Transitions | |
| |
| |
| Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another | |
| |
| |
| |
| Binder Control | |
| |
| |
| Require students' notes to live in a binder that you manage actively and protect from loss, damage, or disorganization | |
| |
| |
| |
| Slant | |
| |
| |
| SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker | |
| |
| |
| |
| On Your Mark | |
| |
| |
| Everyone in class should be ready at the ''starting line'' with any needed materials when you begin the class | |
| |
| |
| |
| Seat Signals | |
| |
| |
| Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class | |
| |
| |
| |
| PROPS | |
| |
| |
| Engineer whole-class positive reinforcement for students who demonstrate excellence | |
| |
| |
| |
| Setting and Maintaining High Behavioral Strength Expectations | |
| |
| |
| |
| 100% | |
| |
| |
| Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse | |
| |
| |
| |
| What To Do | |
| |
| |
| Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do | |
| |
| |
| |
| Strong Voice | |
| |
| |
| Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control | |
| |
| |
| |
| Do It Again | |
| |
| |
| Give students more practice when they're not up to speed-not just doing something again but doing it better, striving to do their best | |
| |
| |
| |
| Sweat The Details | |
| |
| |
| Even minor physical details of the classroom and personal appearance can signal and reinforce high expectations | |
| |
| |
| |
| Threshold | |
| |
| |
| Meet your students at the door, setting classroom expectations before they enter the room | |
| |
| |
| |
| No Warnings | |
| |
| |
| Warnings are the slipperiest of slopes. Effectively and appropriately intervene, to keep expectations high | |
| |
| |
| |
| Building Character and Trust | |
| |
| |
| |
| Positive Framing | |
| |
| |
| Narrate the classroom you want and show your faith in students even while making corrections consistently | |
| |
| |
| |
| Precise Praise | |
| |
| |
| Make your positive reinforcement strategic. Differentiate between acknowledgment and praise | |
| |
| |
| |
| Warm/Strict | |
| |
| |
| Be both warm and strict at the same time to send a message of high expectations, caring, and respect | |
| |
| |
| |
| Joy Factor | |
| |
| |
| Celebrate the work of learning as you go | |
| |
| |
| |
| Emotional Constancy | |
| |
| |
| Manage your emotions to consistently promote student learning and achievement | |
| |
| |
| |
| Explain Everything | |
| |
| |
| Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically | |
| |
| |
| |
| Normalize Error | |
| |
| |
| Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students | |
| |
| |
| Index | |
| |
| |
| How to Use the DVD | |