creating a lesson scholars will love
DESCRIPTION
Achievement First is a growing network of non-profit, high-performing, college-preparatory, K to 12 public charter schools in Connecticut, New York and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America's children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world and to serve as the next generation of leaders in our communities. Achievement First was established in 2003 by the founders of Amistad Academy, a nationally acclaimed public charter school in New Haven, CT. Amistad Academy, which was founded in 1999 to prove that urban students can achieve at the same high levels as their suburban peers, enabled its students to achieve at such extraordinarily high levels that the founders were asked to use Amistad Academy's knowledge and best practices to have a greater impact. Achievement First has grown into a network that includes 25 public charter schools in five cities. Achievement First will continue to create public charter schools that close the achievement gap, while also looking to partner with other like-minded, reform-oriented organizations and traditional school districts to maximize our collective impact. Our theory of change is that by creating the equivalent of an urban public school "district," Achievement First can serve as proof that closing the achievement gap is possible at district scale and inspire broader reform. Achievement First is focused on continuing to close the achievement gap and serving as an example for other public charter schools and traditional public school districts. We will continue our work until every child is given access to a great education and enjoys the real freedom that flows from that opportunity.TRANSCRIPT
Creating a lesson scholars will love.
Our hope is that you will find this slide deck
Our hope is that you will find this slide deck
engaging
Our hope is that you will find this slide deck
engaging rigorous
Our hope is that you will find this slide deck
engaging rigorous and
Our hope is that you will find this slide deck
engaging rigorous and joyful.
That's what we hope to have in our schools.
Engaging content
Rigorous instruction
And last, but certainly not least, joy .
We like to ask ourselves:
“If scholars had a choice to be in our classes - if they could literally get up and go, would they leave ”?
We believe all scholars desire teachers who:
foster no-nonsense, nurturing classroom environments
genuinely care about them
challenge and hold scholars accountable to rigorous academic and behavioral expectations
You’re probably wondering where to begin.
Your lesson planning begins with an aim.
Your lesson planning begins with an aim.
Your lesson planning begins with an aim.
(An aim is what we call an objective.)
All great lessons start with great aims.
All great lessons start with great aims.
Strong aims drive strong student achievement.
All great lessons start with great aims.
Strong aims drive strong student achievement.
Take the pledge to become an aims ambassador.
To find your aim, ask yourself:
To find your aim, ask yourself:
What, exactly, do I want scholars to know and be able to do by the end of the lesson?
Aims provide a sense of direction.
Aims provide a sense of direction.
Aims provide a sense of direction.
Aims clearly drive the activity in a lesson and not vice versa.
It matters a lot to get the aim right.
It has to be specific
It has to be specific
And measurable
Like these
A+ Aims
A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter between the Spanish.
SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.
A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.
A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.
A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.Not sure where to get started? We recommend the Common Core.
Achieve aim excellence.
Achieve aim excellence.
Click for resources.
Post and share your aim.
Post and share your aim.
Scholars
want to know
what they are
aiming for.
After your aim is set…craft an exemplAry response.
With an exemplary response in mind, you know what, exactly, you’re looking for from scholars.
After your aim is set…craft an exemplAry response.
+
With an exemplary response in mind, you know what, exactly, you’re looking for from scholars.
Now that you know what you want
scholars to know or do by the end of the lesson,
let’s focus on culture.
We are looking for a tight classroom culture…that is filled to the brim with joy.
We are looking for a tight classroom culture…that is filled to the brim with joy.
Introduce yourself
Introduce yourself
(After all, you are a new face.)
Introduce yourself
You smile. They smile.
(After all, you are a new face.)
Introduce yourself
You smile. They smile.
(After all, you are a new face.)
Smiles make you feel good.
Smiles make you feel good.
Ask scholars to share their name when called upon.
Ask scholars to share their name when called upon.
(Trust us. You’ll want to get to know them.)
Ask scholars to share their name when called upon.
Set clear expectations and explain why these are important.
Great Expectations…
“A very fine idea” - Charles Dickens
“Eyes on the speaker, be it me as the teacher or your peers.”
A+ Expectations
“Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
A+ Expectations
“Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
A+ Expectations
“Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
“Speak in a whisper voice to your peer, and be sure your conversation is limited to the topic.”
A+ Expectations
“Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
“Speak in a whisper voice to your peer, and be sure your conversation is limited to the topic.”
“I will know you’re finished when I have pencils down and eyes on me.”
A+ Expectations
Whatever you ask scholars to do…be sure
to follow through!
Whatever you ask scholars to do…be sure
to follow through!
The behavior narration cycle is the least intrusive manner to enforce expectations.
First, provide explicit directions:
First, provide explicit directions:
“Eyes on me, pencils down and silence in three, two, one.”
Then, scan the room (to demonstrate your ‘with-it-ness’) and ensure that all scholars are actively engaged and being their best selves.
Next, highlight what, exactly, you are looking for from every scholar:
Next, highlight what, exactly, you are looking for from every scholar:
“I know the scholars in the front row are ready because their pencils are down and their eyes are on me…”
Last, give a friendly reminder (always in a firm but neutral tone).
Last, give a friendly reminder (always in a firm but neutral tone).“I need a few of our friends in the back to put their pencils down…almost there, still need one scholar’s eyes. Thank you.”
If one or two scholars remain off-task rely on proximity and non-verbal cues to reiterate expectations and bring them back on board.
Now, on to the fun part.
Acknowledge all of the awesome-ness that scholars bring to the table.
Acknowledge all of the awesome-ness that scholars bring to the table.
Yes. It's in our dictionary.
Awesome-ness consists of but is not limited to the following:
Enthusiasm in the way of participating or volunteering a response
Enthusiasm in the way of participating or volunteering a response
Shedding insight on a question posed
Shedding insight on a question posed
Going above and beyond in terms of work produced or for embodying any of our REACH values.
.
Going above and beyond in terms of work produced or for embodying any of our REACH values.
Respect. Enthusiasm. Achievement. Citizenship. Hard Work.
.
Aim to make three times as many positive comments as corrections.
But, really, the best way to tune scholars in is by…
turning them on to the content or skill in your lesson.
But, really, the best way to tune scholars in is by…
There is a direct correlation between your energy and enthusiasm and your scholars being bought-in.
Their engagement begins with you being a content geek.
Their engagement begins with you being a content geek.
Really.
Embrace it.
Now, that you’re getting “nerdy with it,” let’s talk about the structure of the lesson.
We know you don’t have a whole lot of time to work with our scholars.
We know you don’t have a whole lot of time to work with our scholars.
We get it.
We know you don’t have a whole lot of time to work with our scholars.
We get it.
(And we’ve all been there.)
But these final points will help to ensure you make the most of it.
But these final points will help to ensure you make the most of it.
Like All State, we’ve got you covered.
Deliver a brief mini-lesson,during which you are directly instructing students for content acquisition or on a particular skill that is aligned to your aim.
This is your time to be that content geek and really hook students on what they are learning and about to do.
Check for understanding
Check for understanding
Houston, are they with me?
Two words:
Two words: Cold call
Cold calls compel scholars to be actively engaged.
Cold calling is but one way to check for understanding. Here are some others:
Cold calling is but one way to check for understanding. Here are some others:
Choral Responses
Cold calling is but one way to check for understanding. Here are some others:
Choral Responses
Response Cards
Cold calling is but one way to check for understanding. Here are some others:
Choral Responses
Response Cards
Quick Writes
Choral Responses
All students in the class or group respond orally in unison to a teacher prompt.
Choral Responses
All students in the class or group respond orally in unison to a teacher prompt.
Response Cards
Students can respond as a group by displaying 'response cards' which display their answers to a teacher question or academic problem.
Response Cards
Students can respond as a group by displaying 'response cards' which display their answers to a teacher question or academic problem.
Quick Writes
Students jot down a response to a question or prompt on their paper. The teacher moves throughout the room checking students’ responses.
Quick Writes
Students jot down a response to a question or prompt on their paper. The teacher moves throughout the room checking students’ responses.
Adapt
Clarify
Guide
Adapt as the data comes in.Clarify
Guide
Adapt as the data comes in.Clarify misconceptions.Guide
Adapt as the data comes in.Clarify misconceptions.Guide their thinking.
Reinforce key points and correct
answers by calling on scholars
to repeat back through
a choral response.
After the mini-lesson, plan a robust guided practice.
After the mini-lesson, plan a robust guided practice.
This is where scholars are utilizing the content or skill you tackled during instruction.
One word here:
One word here: Ratio.
Ratio?
The amount of time students are talking compared to the amount of time the teacher is talking.
Ratio?
The amount of time students are talking compared to the amount of time the teacher is talking.
(You already had your time to talk, now let scholars show off!)
Have scholars engage in conversation with their peers about the task at hand.
Three words: break
the plane
Three words: break
the plane
i.e. come out, come out from behind the lectern and ‘get down’ with students all around the room.
Circulate to confer
with students and
check for understanding.
This is your chance to
collect data.
This is your chance to
collect data. Are they
getting it?
Interject only to clarify misconceptions and guide students to a
deeper understanding.
Remember:“Right Is Right.”
Remember:“Right Is Right.”
Right is Right is about the difference between partially right and all-the-way right—between pretty good and 100 percent. The job of the teacher is to set and defend a high standard for correctness: 100 percent.
Settle for nothing less
than exemplAry
responses
Settle for nothing less
than exemplAry
responses
+
Expect scholars to deliver exemplary work.
Expect scholars to deliver exemplary work.
Expect scholars to deliver exemplary work.
“Simply the best!”
Have clear criteria for success to ensure
scholars know what exemplAry looks like.
You can think of “criteria for success” as a rubric
Have clear criteria for success to ensure
scholars know what exemplAry looks like.
+
You can think of “criteria for success” as a rubric
Plan for scholars to have ample time to complete
their assessment at the end
of your lesson.
And, in an ideal world, there will be time
remaining to showcase their thoughtful responses and reiterate key points to
provide a sense of closure.
No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well and what you’d change if you could do it again.
No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well and what you’d change if you could do it again.
And remember: feedback is a gift.
No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well and what you’d change if you could do it again.
And remember: feedback is a gift.
Want more?Sharing is at
our core.
Want more?Sharing is at
our core.
AF's Lesson Planning Template and AF’s Essentials of Effective Instruction are attached to your finalist day email. They are super helpful.
And catch some AF PD.Classroom Routines and Expectations
Joy Factor
Student Engagement
Read a book we Teach Like A Champion:
49 Techniques that Put Students on the Path to College
by Doug Lemov
You might want to add these to your shelf, too
Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56
by Rafe Esquith
Teaching with Love and Logic: Taking Control of the Classroom
by Jim Fay and David Funk
With All Due Respect: Keys for Building Effective School Discipline
by Ronald Morrish
Click to check out our teachers in action.
(They are paid professionals.)
We can’t wait to meet you.
We can’t wait to meet you.
Really.
We can’t wait to meet you.
Educators are awe-inspiring.
Really.
We can’t wait to meet you.
Educators are awe-inspiring.
Really.
