Teach Like a Champion

Introduction and Chapter 1

Lemov, D. (2010).Teach like a champion: 49 techniques that put students on the path to college. San
Franciso, CA, Jossey-Bass Publishers.

Cornell Method/Two-Column Notes

Student will be able to use the Cornell Two-Column Note Taking Method to record key ideas and
knowledge gained from reading the text AND watching the video clips associated with the text. Student
will identify key learning that will assist them in their teaching environments.

The Art of To transform from a good teacher to a great teacher, we must make the time and
Teaching and It effort to focus on techniques than strategies. If we are to succeed in honing and
Tools fine-tuning our craft, we must embrace and be open to new ideas. Part of this
focus is on the main goal of what we want our students to achieve, not the activity
of the day. Like our students, we, too, must learn the fundamentals (tools) if we
are to achieve higher learning of effective teaching techniques. When we practice
on and prepare with these techniques, we succeed in closing the achievement gap
of students from various socioeconomic backgrounds.
Setting High Academic Expectations
Technique Key Ideas
No Opt Out • A sequence that begins with a student unable to answer a question should end
with the student answering that question as often as possible.
• It may be used in various formats such as the student repeating the answer
another student has provided, or providing a cue (not a hint). With this
technique, each student is held accountable. I have used this technique in
class and has been proven effective.
Right is Right • Set and defend a high standard of correctness in your classroom.
• When a question is presented, we must be careful not to reward the student
with “right” after the initial answer. Instead, we encourage students to build
up that answer with more detail and information, including the use of
technical vocabulary. This technique is particularly my weakness, but upon
return to the classroom, will prepare questions and practice answers expected
from students.
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. This technique is especially important for differentiating instruction.
• This technique is an appropriate follow up of “Right is Right”. This is a
technique I must look more into as I tend to move on after the “Right is Right”
technique. Tailoring questions to my different learners will help prepare them
to respond critically in different settings they may find themselves in.

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Format Matters • It is not just what students say that matters but how they communicate it. To
succeed, students must take their knowledge and express it in the language of
opportunity.
• This technique is crucial to prepare students to speak eloquently. This
prepares them to have appropriate conversations in formal settings such as
debates and job interviews. I find this important for elementary students too.
It will help them prepare to communicate effectively with their teachers and
peers as years go on.
Without There are four primary ways we are at risk for apologizing for what we teach:
Apology • Assuming something will be boring.
• Content is never boring. Through my experience, if a title or heading of a
reading material seemed uninteresting to students, I would research and
apply strategies to engage students (i.e., connecting to background
knowledge).
• Blaming it.
• It is important to understand why the material is chosen in the first place
in regards to standards and curriculum. Instead of sharing with students
that it is mandatory, justify why the material will prepare and serve them
well in everyday life.
• Making it “accessible”.
• Make content and resources available to students (i.e. college prep
material). As a former teacher in a college preparatory school, students
were confident in completing college application essays. It was a
humbling experience when students returned to say thank you in
preparing them to succeed in their college careers.
• Apologies for students.
• There is no content too complex or difficult for students. By introducing
them to material non-related to their experiences, they will be grateful to
the challenge, especially if that knowledge and skill is used when least
expected.
Reflect and All five techniques presented in the chapter is important to implement
Practice into my daily lessons. The most intuitive technique I implement in my classroom is
the “No Opt Out” technique. With continued practice of this technique, every one
(Summarize) of my students has the opportunity to participate in the lesson. The most difficult
will be “Right is Right”. It is out of habit that once a student provides the initial
answer, I quickly respond with, “Yes, that is correct.” I come upon the realization
that I must increase my awareness and prepare and practice prior to the lesson.
There are two reasons that may be added to the list of “No Opt Out”
reasons: 1) A student is distracted and 2) A student is not feeling well. Being
distracted or not feeling well is somewhat common and teachers will know the
appropriate action to take, but what about students who are distracted with a
serious personal matter? This is a sensitive issue so what is the appropriate course
of action if we are in the process of using the “No Opt Out” technique? This list of
reasons will not only help us prepare in responding to each appropriately, but also
indicate if it is the right time to continue using in the lesson.

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 What I have learned from “Right is Right” are appropriate phrases that
may be used to encourage students to build upon the original answer. I have
developed four of my own:
1) A great start! What additional information will help us get to the finish line?
2) I like that input. Please offer more details.
3) You have laid the foundation. Now, how may we build upon that?
4) Okay, but what other important components must we know to fully know the
answer?
“Stretch It” technique offers students the opportunity to exercise their
cognitive skills. A question requiring a simple answer is presented, but followed
with more complex follow up questions. For example, I have chosen “What is one
branch of the U.S. government?” The following may be used as a follow up (I
attempted to create ten, but was only able to come up with five):
1) Please explain the branch’s purpose.
2) What organizations or agencies fall under this branch?
3) Who leads and organizes? How are they selected to do so?
4) Does this branch work closely with the other branches of government? In what
way?
5) How does this branch benefit its citizens?
Looking back, I cannot recall how excessive the use of slang,
ungrammatical syntax, and inaudible occurred. Unfortunately, we were guilty of
not allowing them to correct themselves. With the inaudible, we
nagged students to speak up. After reading, I never realized how important it was
to consistently identify the error and have students self-correct.
An example of “boring” content I may use is the importance of vegetables. As a
future elementary teacher, I may select an age-appropriate book for my students.
To introduce the lesson, I display the book and together discuss the title, pictures,
and predictions. Reading aloud, thinking together, we will learn why vegetables
are important. In addition, I provide vegetable snacks prepared in fun, tasty ways.