This link has been bookmarked by 62 people . It was first bookmarked on 04 Mar 2010, by Corby Drone.
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Bernie DodgeWhen Doug Lemov conducted his own search for those magical ingredients, he noticed something about most successful teachers that he hadn’t expected to find: what looked like natural-born genius was often deliberate technique in disguise. “Stand still when
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09 Mar 10
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Allison Rossett"And the gaps were huge. Eric Hanushek, a Stanford economist, found that while the top 5 percent of teachers were able to impart a year and a half’s worth of learning to students in one school year, as judged by standardized tests, the weakest 5 percent advanced their students only half a year of material each year. "
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08 Mar 10
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07 Mar 10
Thomas M AbsalomThere are more than three million teachers in the United States, and Doug Lemov is trying to prove that he can teach them to be better.
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06 Mar 10
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Uncommon Schools
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Uncommon Schools
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Among the factors that do not predict whether a teacher will succeed: a graduate-school degree, a high score on the SAT, an extroverted personality, politeness, confidence, warmth, enthusiasm and having passed the teacher-certification exam on the first try
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math teachers need both to know the math and to know how 30 different minds might understand (or misunderstand) it. Then they need to take each mind from not getting it to mastery.
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At the heart of M.K.T., she thought, was an ability to step outside of your own head. “Teaching depends on what other people think,” Ball told me, “not what you think.”
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$130,00
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05 Mar 10
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“I saw that studying math was helping.” Suddenly, she could explain why one isn’t a prime number and why you can’t divide by zero. Most important, she finally understood math’s secret language: the kinds of questions it involves and the way ideas become proofs. But still, the effect on her teaching was fairly random. Much of the math she never used at all, while other parts of teaching still challenged her.
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Mathematicians need to understand a problem only for themselves; math teachers need both to know the math and to know how 30 different minds might understand (or misunderstand) it.
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There is simply too much potential in improving the vast number of teachers who neither drag their students down nor pull them ahead.
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Among the factors that do not predict whether a teacher will succeed: a graduate-school degree, a high score on the SAT, an extroverted personality, politeness, confidence, warmth, enthusiasm and having passed the teacher-certification exam on the first try.
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When Bill Gates announced recently that his foundation was investing millions in a project to improve teaching quality in the United States, he added a rueful caveat. “Unfortunately, it seems the field doesn’t have a clear view of what characterizes good teaching,” Gates said. “I’m personally very curious.”
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Rusty CampbellDoug Lemov is working on building a taxonomy for teaching teachers how to teach. His research and findings are based on studies of some of the best teachers in America who consistently show high test scores, and the methods they incorporate to achieve student success.
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by being direct and specific. Children often fail to follow directions because they really don’t know what they are supposed to do
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In Boston, he declared himself on a personal quest to eliminate the saying of “shh” in classrooms, citing what he called “the fundamental ambiguity of ‘shh.’ Are you asking the kids not to talk, or are you asking kids to talk more quietly?” A teacher’s control, he said repeatedly, should be “an exercise in purpose, not in power.” So there is Warm/Strict, technique No. 45, in which a correction comes with a smile and an explanation for its cause — “Sweetheart, we don’t do that in this classroom because it keeps us from making the most of our learning time.”
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Dropping a lesson plan and fruitfully improvising requires a certain kind of knowledge
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math teachers need both to know the math and to know how 30 different minds might understand (or misunderstand) it. Then they need to take each mind from not getting it to mastery.
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“Stand still when you’re giving directions,” a teacher at a Boston school told him. In other words, don’t do two things at once. Lemov tried it, and suddenly, he had to ask students to take out their homework only once.
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Tracy TutenThis isn't about advertising or social media marketing, but it is about another passion of mine - teaching. In this magazine article from Elizabeth Green, she describes what Doug Lemov has learned about effective teaching. Read this when you have some time - especially if you are a teacher - it's worth it.
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he made a depressing visit to a school in Syracuse, N.Y., that was like so many he’d seen before: “a dispiriting exercise in good people failing,”
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Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here.
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But when it came to actual teaching, the daily task of getting students to learn, the school floundered.
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he had no clue how to advise schools about their main event: how to teach.
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William Sanders, a statistician studying Tennessee teachers with a colleague, found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years.
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they knew they had to change, but they didn’t know how. “There was an implementation gap,”
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The smarter path to boosting student performance, Lemov maintains, is to improve the quality of the teachers who are already teaching.
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By emphasizing broad theories of learning rather than the particular work of the teacher, methods classes and the rest of the future teacher’s coursework often become what the historian Diane Ravitch called “the contentless curriculum.”
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The odyssey produced a 357-page treatise known among its hundreds of underground fans as Lemov’s Taxonomy. (The official title, attached to a book version being released in April, is “Teach Like a Champion: The 49 Techniques That Put Students on the Path to College.”)
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04 Mar 10
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When Doug Lemov conducted his own search for those magical ingredients, he noticed something about most successful teachers that he hadn’t expected to find: what looked like natural-born genius was often deliberate technique in disguise. “Stand still when you’re giving directions,” a teacher at a Boston school told him. In other words, don’t do two things at once. Lemov tried it, and suddenly, he had to ask students to take out their homework only once.
It was the tiniest decision, but what was teaching if not a series of bite-size moves just like that?
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“Today, the teacher-education curriculum is a confusing patchwork. Academic instruction and clinical instruction are disconnected. Graduates are insufficiently prepared for the classroom.” By emphasizing broad theories of learning rather than the particular work of the teacher, methods classes and the rest of the future teacher’s coursework often become what the historian Diane Ravitch called “the contentless curriculum.”
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Add Sticky NoteThe odyssey produced a 357-page treatise known among its hundreds of underground fans as Lemov’s Taxonomy. (The official title, attached to a book version being released in April, is “Teach Like a Champion: The 49 Techniques That Put Students on the Path to College.”)
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Chai Reddy on 2010-03-05Is there any kind of a guidebook that indicates such little techniques that may have such a large impact? Is this taught in education courses as part of the teaching practicum?
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Add Sticky NoteCentral to Lemov’s argument is a belief that students can’t learn unless the teacher succeeds in capturing their attention and getting them to follow instructions.
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Chai Reddy on 2010-03-05
case for differentiated learning
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No. 43: Positive Framing, by which teachers correct misbehavior not by chiding students for what they’re doing wrong but by offering what Lemov calls “a vision of a positive outcome.” Zimmerli’s thank-yous and just-like-you’re-doings were a perfect execution of one of Positive Framing’s sub-categories, Build Momentum/Narrate the Positive.
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o there is Warm/Strict, technique No. 45, in which a correction comes with a smile and an explanation for its cause
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The J-Factor, No. 46, is a list of ways to inject a classroom with joy, from giving students nicknames to handing out vocabulary words in sealed envelopes to build suspense. In Cold Call, No. 22, stolen from Harvard Business School, which Lemov attended, the students don’t raise their hands — the teacher picks the one who will answer the question.
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Add Sticky NoteHer goal in filming her class was to capture and then study, categorize and describe the work of teaching — the knowledge and skills involved in getting a class of 8-year-olds to understand a year’s worth of math. Her somewhat surprising conclusion: Teaching, even teaching third-grade math, is extraordinarily specialized, requiring both intricate skills and complex knowledge about math.
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Chai Reddy on 2010-03-05
The importance of filming one's class makes a lot of sense. We do it in athletics to check performance and make critiques; why not extend that practice to other professions and not just teaching?
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Mathematicians need to understand a problem only for themselves; math teachers need both to know the math and to know how 30 different minds might understand (or misunderstand) it. Then they need to take each mind from not getting it to mastery. And they need to do this in 45 minutes or less.
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a dispiriting exercise in good people failing
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The shortest bar, all the way on the right, represented architects: 180,000. Farther over, slightly higher, came psychologists (185,000) and then lawyers (952,000), followed by engineers (1.3 million) and waiters (1.8 million). On the left side of the graph, the top three: janitors, maids and household cleaners (3.3 million); secretaries (3.6 million); and, finally, teachers (3.7 million).
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A prospective substitute teacher wanted to know why she hadn’t been selected for an assignment. Slavin explained that her conviction for prostitution made her ineligible. “Well,” the woman replied, a bit indignant, “I’m in a teacher-training program.”
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The results were impressive: students whose teacher got an above-average M.K.T. score learned about three more weeks of material over the course of a year than those whose teacher had an average score, a boost equivalent to that of coming from a middle-class family rather than a working-class one.
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One of two that were more promising: the teacher’s score on the M.K.T. test, which they took as part of a survey compiled for the study. (Another, slightly less powerful factor was the selectivity of the college a teacher attended as an undergraduate.)
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Public Stiky Notes
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