Running Head: Models of Instruction and Lemov

Models of Instruction and Lemovs Strategies Zandria Butts Averett University ED 556 W422 July 26, 2013

Running Head: Models of Instruction and Lemov

The strategies given by Doug Lemov in Teach Like a Champion meshes well with several models of instruction. There are two that are most useful for my second grade classroom. The Socratic Seminar model supports the stretch it and double plan technique through the use of structured questions and anticipated actions of the students. Use of the draw the map technique supports the use of Cooperative Learning method by planning when you want students to interact. Successful implementation of the techniques and instructional methods require careful planning, classroom management, and organization. The Socratic Seminar model uses structured open-ended questions to cultivate critical thinking (Estes, Mintz, Gunther, 2011). One of the objectives for language arts includes making inferences. After reading a text, I could use the Socratic Seminar to assist students with making inferences on the characters actions and the authors purpose. Within this model, I would use Lemovs stretch it technique to help the student demonstrate a deeper understanding. According to Lemov, teachers often stop once attaining a correct answer rather than seeking to ascertain whether the student comprehends the concept or has happened upon the correct response (Lemov, 2010, p 41). Using the technique, I may ask about the characters thoughts during a particular part of the story, how would they respond in a similar situation or can they think of a time when this could have happened. These questions allow the students to connect to the text, connect to themselves, and connect to the world. Some students may not be able to communicate as well in written form. During the Socratic Seminar, I need to differentiate a students ability to respond and participate. Using the double plan technique allows me to anticipate student participation. While I pose those questions, the students could use dry erase boards to communicate their response in the form of a

Running Head: Models of Instruction and Lemov

picture or a complete sentences. The double plan technique will encourage me to plan for increased opportunities for student engagement. Teachers today use some form of the Cooperative Learning method. Lemov suggests considering classroom layout during the planning process. Traditionally, I would arrange my desks in groups of four to six students. Inevitability, there would be students with their backs to the board. This required them to make awkward adjustments when they need to copy from or pay attention to the board. Cooperative Learning uses small groups during lessons, which would work well with a grouped classroom arrangement. Lemov reminds readers of the difficulty of this arrangement. Teachers may find it difficult to have a private conversation with a student or to provide redirection via teacher proximity. Placing students in rows would eliminate these challenges. Instead, I could ask students to turn to their neighbor on their left or use other methods of quick grouping to complete a think-pair-share or graffiti activity during a lesson. The no opt out technique would also work well in a Cooperative Learning model. We all have students that would prefer not to participate. During small group activities, I circulate through the class to monitor and gage student participation. Using opt out, I can coax students who are not putting forth their best effort to become more engage. This technique gives the teacher opportunities to reengage students in a non-confrontational and less time consuming manner. I have often fallen prey to the I dont know answer from a student and simply moved on to another student or question. I can foresee asking the question of another student and returning to the previous student for them to restate the answer. The goal of the no opt out technique is to demonstrate that while you may not always have the correct answer, it is not a reason to not put forth any effort.

Running Head: Models of Instruction and Lemov

Many of the techniques in Lemovs book can support the models of instruction. I use a combination of the methods of instruction and Lemovs techniques. I frequently use Cooperative Learning in my classroom, but intend to make better use of my classroom arrangement when planning. All my lessons use some type of questioning. I have not used a t-chart during planning to plan for student actions while questioning. With the up coming school year, I hope to explore other methods and techniques.

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References Estes, T. H., Mintz, S. L., & Gunter, M. A. (2011). Instruction: a Models Approach. Boston, Ma: Pearson Education Inc. Lemov, D. (2010). Teach Like a Champoin: 49 Techniques that Put Students on the Path to College. San Francisco, Ca.: Jossey-Bass.