I've had a lot more time to read this summer break (a fact for which I am immensely grateful) and decided to take the plunge and read Doug Lemov's Teach Like a Champion. Lemov's book dictates 49 techniques that he argues are essential to a top classroom in the country (possibly the world). This book has been somewhat controversial because of its messages (that we will dive into shortly) and also that its author has really only had experience in the charter school world (he is the Managing Director of Uncommon Schools and used to be an auditor of schools as part of the State University of New York's charter schools program).
What I want to do here is share some of my thoughts about the techniques that he writes and how I view their outcomes in my classroom. I'll be sure to include information for some I agree with and some that I don't.
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Technique 2: Right is Right
At close to the beginning of his book, Lemov discusses the nuanced idea of what is actually correct in a student answer. I know I've been guilty of this myself: letting an answer slide that is close-to but not the exact idea of what you are trying to get. Now, it is important to note that there could be many "right answers" out there, something his book does not really acknowledge very much. That being said, it is important that when a student provides an answer it is detailed enough for anyone to understand.
The major example he gives in the book is that of Romeo and Juliet and asking for background on the Capulets and Montagues. If a student simply says "they don't like each other," that is not in-depth enough but the teacher should not extend the answer and share the fact that they have been feuding for generations, that is something for the students to parse out together.
Technique 3: Stretch It
This one seems fairly obvious to a teacher attempting to get more depth out of conversation with his or her students: instead of taking a simple answer and moving on, ask deeper and deeper questions so the student needs to explain him- or herself. Asking things like "how" or "why" or to "explain your reasoning" are good examples of this. They do get to a higher level of question and will foster longer-term memory and thought.
Technique 11 - Draw the Map
In this section Lemov discusses how it is important to have a good classroom layout and have supplies organized, desks in proper locations, etc. While I agree that the classroom layout should change based on what kind of lesson you are doing (group work, gallery walk, testing, etc) I don't rely on the method he mentions as his primary: desks in paired rows. As part of our curriculum, College Prep Math recommends using teams of four at tables so that there is more discussion and analysis. One of his arguments is that you don't want groups like this so the teacher is the center of attention in the room; since I disagree with that sentiment (the content should be the center of attention) I don't think the layout is necessary.
I, We, You
This is not necessarily a technique he offers but the beginning of chapter three discusses the importance of the teacher as the center of attention and crafting lessons that begin with a demonstration, group practice, and then individual practice. I used to do a lot of this until I realized that investigation and discovery would create longer-lasting learning and didn't need to focus on me. I could give some instructions and the students could start their work without me. Instead, I use a method coined as "You, Y'all, We" and explained by Elizabeth Green in her NY Times article last year. Students essentially investigate on their own, then in a group, then we discuss as a class. This gives more work time and deeper understanding long term.
I'll continue analyzing these methods as I go along in the book.
What I want to do here is share some of my thoughts about the techniques that he writes and how I view their outcomes in my classroom. I'll be sure to include information for some I agree with and some that I don't.
------
Technique 2: Right is Right
At close to the beginning of his book, Lemov discusses the nuanced idea of what is actually correct in a student answer. I know I've been guilty of this myself: letting an answer slide that is close-to but not the exact idea of what you are trying to get. Now, it is important to note that there could be many "right answers" out there, something his book does not really acknowledge very much. That being said, it is important that when a student provides an answer it is detailed enough for anyone to understand.
The major example he gives in the book is that of Romeo and Juliet and asking for background on the Capulets and Montagues. If a student simply says "they don't like each other," that is not in-depth enough but the teacher should not extend the answer and share the fact that they have been feuding for generations, that is something for the students to parse out together.
Technique 3: Stretch It
This one seems fairly obvious to a teacher attempting to get more depth out of conversation with his or her students: instead of taking a simple answer and moving on, ask deeper and deeper questions so the student needs to explain him- or herself. Asking things like "how" or "why" or to "explain your reasoning" are good examples of this. They do get to a higher level of question and will foster longer-term memory and thought.
Technique 11 - Draw the Map
In this section Lemov discusses how it is important to have a good classroom layout and have supplies organized, desks in proper locations, etc. While I agree that the classroom layout should change based on what kind of lesson you are doing (group work, gallery walk, testing, etc) I don't rely on the method he mentions as his primary: desks in paired rows. As part of our curriculum, College Prep Math recommends using teams of four at tables so that there is more discussion and analysis. One of his arguments is that you don't want groups like this so the teacher is the center of attention in the room; since I disagree with that sentiment (the content should be the center of attention) I don't think the layout is necessary.
I, We, You
This is not necessarily a technique he offers but the beginning of chapter three discusses the importance of the teacher as the center of attention and crafting lessons that begin with a demonstration, group practice, and then individual practice. I used to do a lot of this until I realized that investigation and discovery would create longer-lasting learning and didn't need to focus on me. I could give some instructions and the students could start their work without me. Instead, I use a method coined as "You, Y'all, We" and explained by Elizabeth Green in her NY Times article last year. Students essentially investigate on their own, then in a group, then we discuss as a class. This gives more work time and deeper understanding long term.
I'll continue analyzing these methods as I go along in the book.
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