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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
Youre 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+ Aims 
MWBAT (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 Wegners continental drift hypothesis and what 
additional pieces of evidence may be necessary.
A+ Aims 
MWBAT (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 Wegners continental drift hypothesis and what 
additional pieces of evidence may be necessary.
A+ Aims 
MWBAT (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 Wegners continental drift hypothesis and what 
additional pieces of evidence may be necessary.
A+ Aims 
MWBAT (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 Wegners 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 
setcraft an 
exemplAry 
response. 
With an exemplary 
response in mind, you 
know what, exactly, youre 
looking for from scholars.
After your aim is 
setcraft an 
+ 
exemplAry 
response. 
With an exemplary 
response in mind, you 
know what, exactly, youre 
looking for from scholars.
Now that you know 
what you want 
scholars to know or 
do by the end 
of the lesson, 
lets 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 
(After all, you are a new face.) 
You smile. They smile.
Introduce yourself 
(After all, you are a new face.) 
You smile. They smile.
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.
Ask scholars to share their 
name when called upon. 
(Trust us. Youll want to get to know them.)
Set clear expectations and 
explain why these are 
important.
Great Expectations 
A very fine idea - 
Charles Dickens
A+ Expectations 
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 youre finished when I have pencils down and 
eyes on me.
Whatever you ask 
scholars to dobe sure 
to follow through!
Whatever you ask 
scholars to dobe 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 
downalmost there, still need 
one scholars 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
But, really, the best way 
to tune scholars in is by 
turning them on 
to the content 
or skill 
in your lesson.
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 youre 
getting nerdy with it, 
lets talk about the 
structure of the 
lesson.
We know you dont have a 
whole lot of time 
to work with our scholars.
We know you dont have a 
whole lot of time 
to work with our scholars. 
We get it.
We know you dont have a 
whole lot of time 
to work with our scholars. 
We get it. 
(And weve 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, weve 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
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 檎庄乙鞄岳.
Remember: 
Right Is 檎庄乙鞄岳. 
Right is Right is about the difference between partially right and all-the- 
way rightbetween 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 youd 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 youd 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 youd 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 
AFs 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 Hairs 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.
Click to check out our 
teachers in action. 
(They are paid professionals.)
We cant wait to meet you.
We cant wait to meet you. 
Really.
We cant wait to meet you. 
Really. 
Educators are awe-inspiring.
We cant wait to meet you. 
Really. 
Educators are awe-inspiring.
http://www.achievementfirst.org/

More Related Content

Creating a lesson scholars will love.

  • 1. Creating a lesson scholars will love.
  • 2. Our hope is that you will find this slide deck
  • 3. Our hope is that you will find this slide deck engaging
  • 4. Our hope is that you will find this slide deck engaging rigorous
  • 5. Our hope is that you will find this slide deck engaging rigorous and
  • 6. Our hope is that you will find this slide deck engaging rigorous and joyful.
  • 7. That's what we hope to have in our schools.
  • 10. And last, but certainly not least, joy .
  • 11. 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 ?
  • 12. We believe all scholars desire teachers who:
  • 13. foster no-nonsense, nurturing classroom environments
  • 15. challenge and hold scholars accountable to rigorous academic and behavioral expectations
  • 16. Youre probably wondering where to begin.
  • 17. Your lesson planning begins with an aim.
  • 18. Your lesson planning begins with an aim.
  • 19. Your lesson planning begins with an aim. (An aim is what we call an objective.)
  • 20. All great lessons start with great aims.
  • 21. All great lessons start with great aims. Strong aims drive strong student achievement.
  • 22. All great lessons start with great aims. Strong aims drive strong student achievement. Take the pledge to become an aims ambassador.
  • 23. To find your aim, ask yourself:
  • 24. 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?
  • 25. Aims provide a sense of direction.
  • 26. Aims provide a sense of direction.
  • 27. Aims provide a sense of direction. Aims clearly drive the activity in a lesson and not vice versa.
  • 28. It matters a lot to get the aim right.
  • 29. It has to be specific
  • 30. It has to be specific And measurable
  • 33. A+ Aims MWBAT (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 Wegners continental drift hypothesis and what additional pieces of evidence may be necessary.
  • 34. A+ Aims MWBAT (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 Wegners continental drift hypothesis and what additional pieces of evidence may be necessary.
  • 35. A+ Aims MWBAT (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 Wegners continental drift hypothesis and what additional pieces of evidence may be necessary.
  • 36. A+ Aims MWBAT (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 Wegners continental drift hypothesis and what additional pieces of evidence may be necessary. Not sure where to get started? We recommend the Common Core.
  • 38. Achieve aim excellence. Click for resources.
  • 39. Post and share your aim.
  • 40. Post and share your aim. Scholars want to know what they are aiming for.
  • 41. After your aim is setcraft an exemplAry response. With an exemplary response in mind, you know what, exactly, youre looking for from scholars.
  • 42. After your aim is setcraft an + exemplAry response. With an exemplary response in mind, you know what, exactly, youre looking for from scholars.
  • 43. Now that you know what you want scholars to know or do by the end of the lesson, lets focus on culture.
  • 44. We are looking for a tight classroom culture that is filled to the brim with joy.
  • 45. We are looking for a tight classroom culture that is filled to the brim with joy.
  • 47. Introduce yourself (After all, you are a new face.)
  • 48. Introduce yourself (After all, you are a new face.) You smile. They smile.
  • 49. Introduce yourself (After all, you are a new face.) You smile. They smile.
  • 50. Smiles make you feel good.
  • 51. Smiles make you feel good.
  • 52. Ask scholars to share their name when called upon.
  • 53. Ask scholars to share their name when called upon.
  • 54. Ask scholars to share their name when called upon. (Trust us. Youll want to get to know them.)
  • 55. Set clear expectations and explain why these are important.
  • 56. Great Expectations A very fine idea - Charles Dickens
  • 57. A+ Expectations Eyes on the speaker, be it me as the teacher or your peers.
  • 58. A+ Expectations Eyes on the speaker, be it me as the teacher or your peers. Voices off while others are speaking.
  • 59. 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.
  • 60. 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.
  • 61. 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 youre finished when I have pencils down and eyes on me.
  • 62. Whatever you ask scholars to dobe sure to follow through!
  • 63. Whatever you ask scholars to dobe sure to follow through!
  • 64. The behavior narration cycle is the least intrusive manner to enforce expectations.
  • 65. First, provide explicit directions:
  • 66. First, provide explicit directions: Eyes on me, pencils down and silence in three, two, one.
  • 67. Then, scan the room (to demonstrate your with-it-ness) and ensure that all scholars are actively engaged and being their best selves.
  • 68. Next, highlight what, exactly, you are looking for from every scholar:
  • 69. 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
  • 70. Last, give a friendly reminder (always in a firm but neutral tone).
  • 71. 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 downalmost there, still need one scholars eyes. Thank you.
  • 72. If one or two scholars remain off-task rely on proximity and non-verbal cues to reiterate expectations and bring them back on board.
  • 73. Now, on to the fun part.
  • 74. Acknowledge all of the awesome-ness that scholars bring to the table.
  • 75. Acknowledge all of the awesome-ness that scholars bring to the table. Yes. It's in our dictionary.
  • 76. Awesome-ness consists of but is not limited to the following:
  • 77. Enthusiasm in the way of participating or volunteering a response
  • 78. Enthusiasm in the way of participating or volunteering a response
  • 79. Shedding insight on a question posed
  • 80. Shedding insight on a question posed
  • 81. Going above and beyond in terms of work produced or for embodying any of our REACH values. .
  • 82. Going above and beyond in terms of work produced or for embodying any of our REACH values. Respect. Enthusiasm. Achievement. Citizenship. Hard Work. .
  • 83. Aim to make three times as many positive comments as corrections.
  • 84. But, really, the best way to tune scholars in is by
  • 85. But, really, the best way to tune scholars in is by turning them on to the content or skill in your lesson.
  • 86. There is a direct correlation between your energy and enthusiasm and your scholars being bought-in.
  • 87. Their engagement begins with you being a content geek.
  • 88. Their engagement begins with you being a content geek.
  • 91. Now, that youre getting nerdy with it, lets talk about the structure of the lesson.
  • 92. We know you dont have a whole lot of time to work with our scholars.
  • 93. We know you dont have a whole lot of time to work with our scholars. We get it.
  • 94. We know you dont have a whole lot of time to work with our scholars. We get it. (And weve all been there.)
  • 95. But these final points will help to ensure you make the most of it.
  • 96. But these final points will help to ensure you make the most of it. Like All State, weve got you covered.
  • 97. 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.
  • 98. This is your time to be that content geek and really hook students on what they are learning and about to do.
  • 103. Cold calls compel scholars to be actively engaged.
  • 104. Cold calling is but one way to check for understanding. Here are some others:
  • 105. Cold calling is but one way to check for understanding. Here are some others: Choral Responses
  • 106. Cold calling is but one way to check for understanding. Here are some others: Choral Responses Response Cards
  • 107. Cold calling is but one way to check for understanding. Here are some others: Choral Responses Response Cards Quick Writes
  • 108. Choral Responses All students in the class or group respond orally in unison to a teacher prompt.
  • 109. Choral Responses All students in the class or group respond orally in unison to a teacher prompt.
  • 110. Response Cards Students can respond as a group by displaying 'response cards' which display their answers to a teacher question or academic problem.
  • 111. Response Cards Students can respond as a group by displaying 'response cards' which display their answers to a teacher question or academic problem.
  • 112. Quick Writes Students jot down a response to a question or prompt on their paper. The teacher moves throughout the room checking students responses.
  • 113. Quick Writes Students jot down a response to a question or prompt on their paper. The teacher moves throughout the room checking students responses.
  • 115. Adapt as the data comes in. Clarify Guide
  • 116. Adapt as the data comes in. Clarify misconceptions. Guide
  • 117. Adapt as the data comes in. Clarify misconceptions. Guide their thinking.
  • 118. Reinforce key points and correct answers by calling on scholars to repeat back through a choral response.
  • 119. After the mini-lesson, plan a robust guided practice.
  • 120. After the mini-lesson, plan a robust guided practice. This is where scholars are utilizing the content or skill you tackled during instruction.
  • 122. One word here: Ratio.
  • 123. Ratio? The amount of time students are talking compared to the amount of time the teacher is talking.
  • 124. 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!)
  • 125. Have scholars engage in conversation with their peers about the task at hand.
  • 126. Three words: break the plane
  • 127. Three words: break the plane
  • 128. i.e. come out, come out from behind the lectern and get down with students all around the room.
  • 129. Circulate to confer with students and check for understanding.
  • 130. This is your chance to collect data.
  • 131. This is your chance to collect data. Are they getting it?
  • 132. Interject only to clarify misconceptions and guide students to a deeper understanding.
  • 133. Remember: Right Is 檎庄乙鞄岳.
  • 134. Remember: Right Is 檎庄乙鞄岳. Right is Right is about the difference between partially right and all-the- way rightbetween pretty good and 100 percent. The job of the teacher is to set and defend a high standard for correctness: 100 percent.
  • 135. Settle for nothing less than exemplAry responses
  • 136. Settle for nothing less + than exemplAry responses
  • 137. Expect scholars to deliver exemplary work.
  • 138. Expect scholars to deliver exemplary work.
  • 139. Expect scholars to deliver exemplary work. Simply the best!
  • 140. Have clear criteria for success to ensure scholars know what exemplAry looks like. You can think of criteria for success as a rubric
  • 141. Have clear criteria for success to ensure scholars know what + exemplAry looks like. You can think of criteria for success as a rubric
  • 142. Plan for scholars to have ample time to complete their assessment at the end of your lesson.
  • 143. 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.
  • 144. No matter what happens in your guest lesson, we are looking for your ability to thoughtfully reflect on what went well and what youd change if you could do it again.
  • 145. No matter what happens in your guest lesson, we are looking for your ability to thoughtfully reflect on what went well and what youd change if you could do it again. And remember: feedback is a gift.
  • 146. No matter what happens in your guest lesson, we are looking for your ability to thoughtfully reflect on what went well and what youd change if you could do it again. And remember: feedback is a gift.
  • 147. Want more? Sharing is at our core.
  • 148. Want more? Sharing is at our core.
  • 149. AF's Lesson Planning Template and AFs Essentials of Effective Instruction are attached to your finalist day email. They are super helpful.
  • 150. And catch some AF PD. Classroom Routines and Expectations Joy Factor Student Engagement
  • 151. 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 Hairs 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
  • 152. Click to check out our teachers in action.
  • 153. Click to check out our teachers in action. (They are paid professionals.)
  • 154. We cant wait to meet you.
  • 155. We cant wait to meet you. Really.
  • 156. We cant wait to meet you. Really. Educators are awe-inspiring.
  • 157. We cant wait to meet you. Really. Educators are awe-inspiring.

Editor's Notes

  • #33: I dont get the 3rd bullet
  • #34: I dont get the 3rd bullet
  • #35: I dont get the 3rd bullet
  • #36: I dont get the 3rd bullet
  • #37: I dont get the 3rd bullet
  • #40: Maybe show a picture of an aim on a chalkboard (an agenda would be helpful too)
  • #41: Maybe show a picture of an aim on a chalkboard (an agenda would be helpful too)
  • #126: (Engagement strategies, stop and jot, everybody writes, turn and talk)