Academic Ethos

Question 1

What’s no opt out

Answer 1

Turns ‘I don’t know’ into success by ensuring that students who won’t try or can’t answer practice getting it right.

Question 2

What’s ‘right is right’

Answer 2

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

Question 3

What’s ‘rounding up’

Answer 3

When you say a student is right when they are only partially right (sometimes even adding the rest of the correct answer)

Question 4

What’s ‘answer my question’

Answer 4

When we insist that students are disciplined about answering the question we asked them

Question 5

What’s ‘right answer right time’

Answer 5

When we resist giving a student credit when they give the correct answer to a different question, especially when rushing ahead

Question 6

What’s ‘specific vocabulary’

Answer 6

When we make students lock down the details in precise words and technical terminology

Question 7

What’s the ‘stretch it’ technique?

Answer 7

Reward ‘right’ answers with harder questions

Question 8

What are the six categories of directive ‘stretch it’?

Answer 8

• 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

Question 9

What’s are ways to ‘prompt’ stretch?

Answer 9

Verbal eg ‘say more’ , ‘develop’ ‘elaborate’

Question 10

What’s the format matters technique?

Answer 10

Help your students practice responding in a format that communicates the worthiness of their ideas

Question 11

How to best remind students to speak loud enough?

Answer 11

Say ‘voice’

Question 12

What are some ways of responding effectively to ‘almost right’ answers? (All followed by a question to redirect)

Answer 12

‘True’
‘Good start’
‘OK’
‘Thanks’

Question 13

What are qualities of a good do now?

Answer 13

• same place
• completely independent
• three to five minutes
• written
• preview or review

Question 14

How long should you spend on reviewing do now?

Answer 14

three to five mins (use selective neglect)

Question 15

What is good to do whilst students are doing the do now?

Answer 15

Make notes on own do now sheet about where/whom difficulties are with

Question 16

What’s name the steps?

Answer 16

Break down complex tasks into steps that form a path for student mastery

Question 17

What’s ‘use two stairways’

Answer 17

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?)

Question 18

What’s board=paper

Answer 18

Model and shape how students should take notes in order to capture information you present

Question 19

What’s ‘control the game’?

Answer 19

Ask students to read aloud frequently, but manage the process to ensure expressiveness, accountability and engagement

Question 20

What are the concerns of reading aloud?

Answer 20

Leverage concerns

Self-esteem concerns

Question 21

What is ‘leverage’ (In tlac context)

Answer 21

How much work a teacher is getting out of the rest of the class when one student is reading

Question 22

How do you control the game?

Answer 22

• 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

Question 23

What is ‘bridging’ in ‘controlling the game’

Answer 23

When a teacher takes a turn in Control the Game rotation, reading a short segment of text - a bridge - between student readers.

Question 24

What’s ‘Spot-Check’ a.k.a. ‘Oral Cloze’ in ‘controlling the game’

Answer 24

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.

Question 25

What’s ‘use a placeholder’ in ‘controlling the game’?

Answer 25

Using a method to switch between reading and discussing the text quickly, indicated by a known prompt. Eg putting finger by word, partway closing book, indicated by ‘Hold your place. Track me’