Academic Ethos Flashcards
(25 cards)
What’s no opt out
Turns ‘I don’t know’ into success by ensuring that students who won’t try or can’t answer practice getting it right.
What’s ‘right is right’
When you respond to an answer in class, hold out for answers that are ‘all the way right’ or all the way to your standards of rigour
What’s ‘rounding up’
When you say a student is right when they are only partially right (sometimes even adding the rest of the correct answer)
What’s ‘answer my question’
When we insist that students are disciplined about answering the question we asked them
What’s ‘right answer right time’
When we resist giving a student credit when they give the correct answer to a different question, especially when rushing ahead
What’s ‘specific vocabulary’
When we make students lock down the details in precise words and technical terminology
What’s the ‘stretch it’ technique?
Reward ‘right’ answers with harder questions
What are the six categories of directive ‘stretch it’?
- ask for how or why
- ask for another way
- ask for a better word or more precise expression
- ask for a better word or more precise expression
- ask for evidence
- ask students to integrate a skill
- ask to apply same skill in a new setting
What’s are ways to ‘prompt’ stretch?
Verbal eg ‘say more’ , ‘develop’ ‘elaborate’
What’s the format matters technique?
Help your students practice responding in a format that communicates the worthiness of their ideas
How to best remind students to speak loud enough?
Say ‘voice’
What are some ways of responding effectively to ‘almost right’ answers? (All followed by a question to redirect)
‘True’
‘Good start’
‘OK’
‘Thanks’
What are qualities of a good do now?
- same place
- completely independent
- three to five minutes
- written
- preview or review
How long should you spend on reviewing do now?
three to five mins (use selective neglect)
What is good to do whilst students are doing the do now?
Make notes on own do now sheet about where/whom difficulties are with
What’s name the steps?
Break down complex tasks into steps that form a path for student mastery
What’s ‘use two stairways’
When you have parallel conversations: one about the process (what’s the next step? Eg find the numerator) and one about the problems (eg what is the numerator here?)
What’s board=paper
Model and shape how students should take notes in order to capture information you present
What’s ‘control the game’?
Ask students to read aloud frequently, but manage the process to ensure expressiveness, accountability and engagement
What are the concerns of reading aloud?
Leverage concerns
Self-esteem concerns
What is ‘leverage’ (In tlac context)
How much work a teacher is getting out of the rest of the class when one student is reading
How do you control the game?
- keep durations unpredictable
- keep durations short (two or three sentences at first)
- keep the identity of the next reader unpredictable
- reduce transition costs
- use bridging to maintain continuity
- spot check, a.k.a. Oral Cloze
- use a placeholder
What is ‘bridging’ in ‘controlling the game’
When a teacher takes a turn in Control the Game rotation, reading a short segment of text - a bridge - between student readers.
What’s ‘Spot-Check’ a.k.a. ‘Oral Cloze’ in ‘controlling the game’
When a teacher who is reading leaves out a word at the end of the sentence, signalling with a shift in a tone of voice that the students should fill in.
