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1)      The Do Now should be something the students can complete without instruction and without help from the teacher or peers.

2)      The Do Now should be short (3-5 minutes).

3)      The results should be measurable. That is, there needs to be a written record of what the students have done to answer each problem.

4)      The Do Now should do one of two things: review the previous day or preview the day. If it reviews the previous day, it allows for practice. If it previews the upcoming day, it allows for students to begin thinking in that manner.

Should you give instruction before a Do Now? Why?

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The strategy is designed to help with creating a strong classroom culture; it provides a possible way to begin every day. The Do Now strategy is simple: begin every day with a simple activity, located in the same place, with the same expectations. It provides a consistent, effective way to begin class that is clear to students and eliminates excuses that lead to distractions. By beginning class the same way every day, it sets precedence of what is expected at the beginning of class, which sets up the day for success. Because the activity is posted on the board when class begins, it allows for students to begin working hard before the teacher enters the room. It eliminates the need for a discussion about what is expected of the students for the day by using every moment for productivity.

How will the Do Now help you protect your instructional time?

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Teaching Strategies - Implement the 'Do Now' Activity

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How do you ensure your Do Now aligns with the objective and sets students up for success?

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What strategies do you use to ensure that students start their Do Now quickly and complete it independently?

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Teach Like a Champion Technique 29 - Do Now

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How do you use circulation to monitor student engagement and understanding effectively?

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Teach Like a Champion Technique 15 - Circulate

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Circulate, teaches us that like an oven, a teacher works best when circulating. Just as an oven that circulates air cooks food quickly and evenly, a teacher who circulates will be able to keep students focused on the lesson and move quickly through content at the same time as interacting evenly with students. "1, 2, 3. Eyes on me! "

Circulate is the idea that as a teacher you should "circulate" or move around the room to keep students' attention. Circulating the room includes more small strategies within it as well. When you move about the room you should (1) engage your students, (2) break the plane, (3) require full access, (4) move systematically and (5) hold the position of power. These are all steps mentioned by author Doug Lemov as part of "Circulate". This circulation or moving about the classroom, is essential to the learning experience.

The strategy of circulating should work based on research that when teachers are engaged in the students learning, they are showing support which is a key factor in motivation. By going around the classroom and engaging with students you provide support to those who may be timid to ask if front of the class. When you provide support to these students you are increasing their motivation. If students are motivated they are more likely to achieve.

How do you ensure your movement feels purposeful rather than random and reactive?

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1.) Engage the students - When you walk around the room among the students you are able to have one on one time with them and you are able to engage in what they are working on. You should have conversations with students as you walk. These conversations can sometimes be about behavior which means that you should make a quick short one on one talk about the behavior you have seen and why it is unacceptable, or these conversations could be class discussions where you call on students to answer a question aloud as you walk around the room.
2.) Break the Plane - By circulating around the room you are "breaking" the invisible line between the student and the teacher which is where the student is on one side of the line at the desk and the teacher is always on the other side at the front of the room. This shows students that you own the room and that you can go wherever you please and you are not "stuck" to being in the front.
3.) Require Full Access - This requires that the room is organized so that you can fully access any place in the room that you may need to naturally. You should be able to stand beside students and engage with them naturally and it should not be a challenge to do so.
4.) Move Systematically - This strategy means that you make sure that the way you are moving around the room is helpful and that it is done with a purpose. You should walk by students who may need the attention due to behavior issues, students who may need your assistance, but are too afraid to ask, or this could just be students that you think need some positive reinforcement on whatever they are working on.
5.) Hold the Position of Power - This strategy simply means that you should face the class as much as possible even while you circulate. You should never turn your back to the entire class, even if you are helping another student. You should shift your eyes quickly to look at the class and always try to look over a child's shoulder as opposed to having a face to face conversation with them in the middle of class.

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Do Now: Checklist & Additional Resources

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Do Now: Checklist & Additional Resources

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Circulate: Digging deeper and seeing it action

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Circulate: Digging deeper and seeing it action

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Answer questions as you watch

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Teach Like a Champion Technique 20 - Exit Tickets

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Teach Like a Champion Technique 12 - The Hook

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The Hook Strategy

Definition

The Hook is a strategy to get the students engaged in a lesson by introducing what’s interesting about the lesson in a brief, up-front manner. The hook should prepare students to learn the new material by giving them a reason to pay attention to the material and get the students interested. It isn’t necessary to employ “The Hook” for every lesson, but this strategy is useful because there are many categories that hooks can fall into which makes this strategy flexible enough to use for many different lessons. Some examples of hooks are: a story, an analogy, a prop, media, or a challenge.

Why it Works

The Hook strategy should be an effective strategy in the classroom because it establishes connections with existing knowledge and can be used to add distinctiveness to certain material that will aid students in memory retrieval.

A hook technique can also be used to introduce new material and cause disequilibrium, which is where students are at first unable to address new material with schemes that they have already established. Then the students work to accommodate the new information (make new schemes or modifying how they think about existing ones). Piagetian theory establishes that learning happens in disequilibrium, so this use of the hook should be effective according to Piaget.  Furthermore, the hook technique prepares students to be introduced to new material which is an effective use of scaffolding, or building up students’ abilities by making small steps in the right direction (much like the scaffolding on a construction site aids workers in getting to the end goal). Finally, teachers can use a hook to differentiate material according to student’s interests.

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What is the hook strategy?

The hook is a short introductory moment that captures what’s interesting and engaging about the material and puts it out front.  The hook helps you introduce material while focusing on the exciting aspects of the material.  There are six different types of hooks:

(1) Tell a short and engaging story to students that will lead directly into the objective.

(2) Use an interesting analogy that will connect the material to student’s lives or to things relevant to students.

(3) Using a real prop to tell a story or explain an analogy will give students a visual into the material you’re introducing.

(4) Use a form of media, such as a picture or video, to enhance the introduction to material.  The media should directly relate to what you're talking about, not be something else you have to explain.

(5) The strategy status means that the teacher introduces the lesson by describing something great and explaining why it is so great and highly regarded.

(6) Start the lesson by giving students a challenge, give them a difficult task and let them try and accomplish the task.

Good hooks are short, only engage students for a few minutes, the yield, the lead straight into the lesson, and they are energetic and optimistic, shows what’s great not what’s hard.