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Clip # |
Technique |
Description |
1 |
Reject Self-Report |
Amy Youngman collects data on student mastery by quickly scanning each student’s answer to see whether it is correct. |
2 |
Standardize the Format |
Meaghan Reuler immediately identifies student misunderstandings thanks to materials that make mistakes easy to find—and to some careful looking. |
3 |
Show Me |
Bryan Belanger uses hand signals to gauge student mastery. He responds quickly in consideration of the extent of the errors. |
4 |
Show Me |
Jon Bogard uses Show Me to identify and correct common errors. Some students review; some earn independent practice. |
5 |
Affirmative Checking |
Bob Zimmerli sets “checkpoints” where students must check their answers with him before proceeding to more difficult problems. |
6 |
Affirmative Checking |
Hilary Lewis uses a “ticket” system to check students’ work before they move on to independent practice. |
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Clip # |
Technique |
Description |
7 |
Culture of Error |
Katie Bellucci normalizes error by encouraging students who corrected their work to raise their hands and “be proud!” |
8 |
Culture of Error |
Jason Armstrong tells students he “expects some disagreement” and doesn’t care for now what the right answer is. |
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Clip # |
Technique |
Description |
9 |
No Opt Out |
David Javsicas stays steady at the helm and sticks with a student who declines to answer a question. |
10 |
No Opt Out |
Derek Pollak solicits help from the class when a student is very near to a correct answer. |
11 |
No Opt Out |
Jamie Davidson gets a student to improve her expression in reading after another student models what it means to “snap.” |
12 |
No Opt Out |
Shadell Purefoy (Noel) asks a student to repeat a correct answer after she’s unable to answer the first time. |
13 |
Right Is Right |
Grace Ghazzawi holds out for an all-the-way-right answer. |
14 |
Right Is Right |
Maggie Johnson pushes students to use precise language to describe a particular scene. |
15 |
Right Is Right |
Jason Armstrong holds out for a thorough definition of volume after students present formulas and partial definitions. |
16 |
Stretch It |
Art Worrell stretches the original student and then begins stretching other students to build a rigorous classroom culture. |
17 |
Format Matters |
Darryl Williams actively reinforces the language of opportunity by correcting informal phrases. |
18 |
Format Matters |
Beth Verrilli asks a student for more collegiate language. |
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Clip # |
Technique |
Description |
19 |
Control the Game |
Jessica Bracey keeps durations short and unpredictable, moving the reading around the room to involve lots of students. |
20 |
Control the Game |
Eric Snider balances student reading with his own modeling to build a culture of expressive reading. |
21 |
Circulate |
Domari Dickinson and Rue Ratray demonstrate the fundamentals of Circulate. |
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Clip # |
Technique |
Description |
22 |
Change the Pace |
Erin Michels quickens classroom pace by shifting deftly among different styles of participation. |
23 |
Change the Pace |
Jessica Bracey maintains a steady pace in her reading class by varying activities. |
24 |
Brighten the Lines |
Seven teachers show examples of Brighten Lines by cleanly beginning and ending exercises. |
25 |
All Hands |
Colleen Driggs shows her students how to raise their hands for a new question and lower them when someone else is called on. |
26 |
Work the Clock |
Deena Bernett uses a stopwatch projection to allot specific amounts of time for certain activities. |
27 |
Change the Pace |
Ashley Hinton puts together a number of pacing techniques to keep her class moving. |
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Clip # |
Technique |
Description |
28 |
Cold Call |
Gary Lauderdale’s consistent Cold Calling keeps his students focused on the math. |
29 |
Wait Time |
Maggie Johnson gives students think time, encouraging more reluctant scholars to participate. |
30 |
Wait Time |
Boris Zarkhi narrates hands, and tells his students to put their hands down to make full use of the Wait Time he gives them. |
31 |
Wait Time |
Colleen Driggs encourages students to go back and look at their notes during think time. |
32 |
Cold Call |
Hannah Lofthus establishes a brisk rhythm with the way that she Cold Calls. |
33 |
Cold Call |
Colleen Driggs explains how she will “Hot Call,” as an opportunity for students to show they are “on fire.” |
34 |
Cold Call |
Jon Bogard makes his Cold Calls predictable and positive, including calling on one student whose “hand was up in [her] mind.” |
35 |
Call and Response |
Janelle Austin keeps her students’ responses sharp. |
36 |
Call and Response |
Jennifer Trapp uses Call and Response to reinforce note-taking skills, grammar rules, and difficult pronunciations. |
37 |
Pepper |
Art Worrell Peppers his classroom with questions about constitutional amendments. |
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Clip # |
Technique |
Description |
38 |
Everybody Writes |
Gillian Cartwright sets up rigorous student-driven discussions with eighteen minutes of pre-thinking in writing. Yes, eighteen minutes! |
39 |
Everybody Writes |
Rachel Coffin ups the ratio in her classroom by challenging students to complete a sentence that begins with a complex starter. |
40 |
Everybody Writes |
Lauren Latto teachers her students to sustain their focus in writing for longer periods. |
41 |
Show Call |
Paul Powell normalizes the process of “good to great” and sends a very clear message about accountability for written work by Show Calling exemplary work. |
42 |
Show Call |
Katie McNickle Show Calls a number of different students’ work to show different approaches to solving the same problem. |
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Clip # |
Technique |
Description |
43 |
Habits of Discussion |
Yasmin Vargas uses a series of questions and nonverbals to encourage productive discussion. |
44 |
Turn and Talk |
Rue Ratray uses a variety of methods to keep his Turn and Talks engaging for his students. |
45 |
Turn and Talk |
Eric Snider uses a series of efficient prompts and follow-ups to keep his Turn and Talks accountable and efficient. |
46 |
Turn and Talk |
Laura Fern uses a number of different techniques to ensure efficiency, consistency, and rigor in her Turn and Talks. |
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Clip # |
Technique |
Description |
47 |
Strategic Investment: From Procedure to Routine |
Stephen Chiger delegates roles to create a culture of autonomy in his classroom. |
48 |
Strategic Investment: From Procedure to Routine |
Doug McCurry encourages students to pass in their papers faster and faster with Positive Framing. |
49 |
Strategic Investment: From Procedure to Routine |
Nikki Bowen works through procedures with her students until they become second nature and support student autonomy. |
50 |
Strategic Investment: From Procedure to Routine |
Lauren Moyle’s class transitions from desks to the floor by singing a song about the continents. |
51 |
Do It Again |
Sarah Ott teaches her kindergarteners how to do classroom tasks such as coming together on her signal. |
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Clip # |
Technique |
Description |
52 |
This clip demonstrates what a culture of high behavioral expectations looks like at maturity. |
Erin Michels demonstrates a number of high behavioral expectations in a lesson using “ triangulous units.” |
53 |
100%, Part 1: Radar/Be Seen Looking |
Rachel King moves to Pastore’s Perch and scans the room at the moment she wants to monitor her class more closely. |
54 |
100%, Part 1: Radar/Be Seen Looking |
Patrick Pastore demonstrates effective use of Pastore’s Perch. |
55 |
100%, Part 1: Radar/Be Seen Looking |
Michael Rubino scans consistently and uses some “moves” to intimate that he is looking carefully. |
56 |
100%, Part 2: Make Compliance Visible |
Amy Youngman makes compliance visible with visible commands like “pen caps on.” |
57 |
100%, Part 2: Make Compliance Visible |
Ashley Hinton scans the classroom even while she works with individual students. Her vigilance pays off with a happy classroom. |
58 |
100%, Part 3: Least Invasive Intervention |
Ashley Hinton demonstrates a series of subtle nonverbal interventions used to keep her class focused. |
59 |
100%, Part 3: Least Invasive Intervention |
Alexandra Bronson subtly resets her whole class via a positive group correction. |
60 |
100%, Part 3: Least Invasive Intervention |
Bob Zimmerli and Laura Brandt demonstrate different takes on anonymous individual correction. |
61 |
100%, Part 3: Least Invasive Intervention |
Jaimie Brillante demonstrates private individual correction by whispering to a student. |
62 |
100%, Part 3: Least Invasive Intervention |
Jason Armstrong uses a whisper correction to make public corrections feel private. |
63 |
100%, Part 3: Least Invasive Intervention |
Lucy Boyd uses a variety of different nonverbal interventions to keep her students hard at work during discussion. |
64 |
100%, Part 4: Firm Calm Finesse |
Channa Comer demonstrates Firm Calm Finesse as her class gets restless. |
65 |
100%, Part 5: Art of the Consequence |
Ana O’Neil delivers two consequences with grace and calm, and encourages students to get back in the game. |
66 |
100%, Part 5: Art of the Consequence |
Bridget McElduff demonstrates a number of techniques while giving a productive consequence. |
67 |
Strong Voice |
Christy Lundy uses do not engage in a situation every teacher has seen some version of. |
68 |
Strong Voice |
Jessica Merrill-Brown uses the self-interrupt to keep the full attention of her class even while she’s sitting down. |
69 |
Strong Voice |
Mike Taubman uses a series of self-interrupts to ensure student focus. |
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Clip # |
Technique |
Description |
70 |
Positive Framing |
Janelle Austin demonstrates nearly a dozen ways to narrate the positive. |
71 |
Precise Praise |
Hilary Lewis gives positive reinforcement that provides students a model for success. |
72 |
Precise Praise |
David Javsicas privately and genuinely praises replicable student actions. |
73 |
Precise Praise |
Stephen Chiger doubles back to help a student better see how and why she was successful. |
74 |
Joy Factor |
Roberto de Leon makes the act of reading joyful. |
75 |
Joy Factor |
Taylor Delhagen lightens the mood by getting in touch with the joyful side of Simón Bolívar. |