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Teach Like A Champion 2

The document provides an overview and notes from the book Teach Like a Champion 2.0. It discusses three types of advice for teaching: ideology, research, and data-driven approaches. It also summarizes key strategies from the book, including checking for understanding, developing a culture of error, setting high academic expectations, and formative assessment techniques.

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691 views4 pages

Teach Like A Champion 2

The document provides an overview and notes from the book Teach Like a Champion 2.0. It discusses three types of advice for teaching: ideology, research, and data-driven approaches. It also summarizes key strategies from the book, including checking for understanding, developing a culture of error, setting high academic expectations, and formative assessment techniques.

Uploaded by

api-486085658
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teach Like A

Champion 2.0
Notes
Haley: Book Intro

Virtuous Cycle Epidemic: What do you do when a student gives up?


Growing & Learning: Students often afraid to learn from good teachers.
Three Types of Advice: Ideology, Research, and Data
• Ideology: What we think should happen (often non-teachers)
• Research: Use as a tool, can be problematic as a lot of these are
specific to different states and districts
• Data: Observing what happened when success was achieved. Often
from teachers, by teachers. (This is what the book focuses on)

Alex Salek: Check for Understanding

Check for Understanding: Use activities such as tests, quizzes, homework, and
entrance/exit tickets.
Reject Self-Report
¨ Ask questions that truly test knowledge
¨ Avoid “yes” and “no” answers
¨ Give wait time
¨ Be direct
Targeted Questioning
¨ Be quick, try to call on many people
¨ Only ask questions based off key points of the lesson
Standardize Format
¨ All students need to be doing something at all times

2
¨ Helps with data collection
¨ Make sure to provide a challenge
Tracking not Watching
¨ Make sure to ask yourself what you are looking for as you scan the
classroom
¨ Have a goal or purpose for every look/movement in the classroom
Show Me
¨ Have students provide answers and feelings about topics visually such as
using thumbs, scale from 1-5, or slates.
Affirmative Checking
¨ Check off individual students as they master a topic
¨ Immediately give them a new task, possibly more challenging

Tyler & Nick: Culture of Error

Expect Errors
§ What do you think students will get wrong?
§ How will they learn to fix these?
§ Praise risk-taking
§ Create a safe learning environment
§ Praise mistakes
o Have students own and track their mistakes
o Point out your mistakes and how you overcome them
Excavate Error
§ Assess and Move: check individuals
§ Light Excavation: meet with a few people in small groups that need
more help
§ Deep Excavation: when core concepts are missing as a whole class

3
Chrissy: Setting High Academic Success

No Opt Out:
• Change “I don’t know’s” to success
• Encourage students to at least try
• Require that they have to answer something, even if it is wrong
• Remember: Students often expect to fail; reminding them that
mistakes are crucial to the learning practice, and how they affect your
brain can help students realize the benefits.
Right is Right
• Teach students the difference between being partially right and 100%
right
• Remember to provide some questions that don’t have a right or wrong
answer, such as open-ended or response questions
Stretch it:
• Reward right answers with harder questions
• Show students they should want and expect challenge
• Provide follow-up questions
Format:
• Have proper grammar
• Correct slang terms
• Provide accurate definitions
• Practice oral, written, and auditory options

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