Practice Workshop

Day 1
June 18, 2015
@ Doug_Lemov
@EricaWoolway
@ColleenDriggs
@KTYezzi
@TeachLikeaChamp
#PracticePerfect
We are Performers

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We Are Sometimes Great

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And Sometimes Not

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This is the Difference

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We Have Some Catching Up to Do

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We are Uncommon

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 Reflection #1

Most likely you drive (multiple times) every day: 1.5

hours per day in all if youre average. You ought to
be very good at it. But if youre like most people you
constantly make simple, avoidable errors. You stopped
improving soon after you started. Why? Why dont you
get better at driving if you spend so much time doing it?

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 Repetition vs. Practice

Attentiveness
Intentionality
Quality Feedback
A Model of What Better Looks Like

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 The Single Most Important Teaching Skill

Recognize and act on the difference between I taught

it and they learned it.

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Check for Understanding
in Practice
 John Burmeister

What is effective about how John Checks for

Understanding? What else is compelling their practice?

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Good Drivers

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Check for Understanding in Practice
Key Idea: Effective Check for Understanding
equals gathering data constantly and in real-time,
then acting on it promptly. The second part is at
least as hard.

Two Methods for Gathering Data:

1. Via Questioning
2. Via Observation

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Different Proportions; Same Recipe

Teaching Training and Practice

Obser Questi
Questioning Observation
vation oning

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 CFU During Typical Training

P * *
l
a Integrate Integrate
Intro: n Initial
Describe and n
Execution
Model i Re-Master Re-Master
n
g

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 Case Study Preventing the Turn

Assess the level of player understanding in this clip.

What causes any misunderstandings and how might it
have been designed to eliminate them?

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 Why We See But Dont Act

We sometimes recognize lack of mastery but fail to act

on it. What incentives make us likely to keep going in the
face of data that some students dont get it?
Check for Understanding: Stage 1
Poor model = poor execution. Plan your model.
Model
Call your shots. Re-model. Formats of modeling.
Intentionally

The answer to, Everybody get it? is always the

Reject Self-
same, and its rarely accurate.
Report

Ask groups of targeted questions to multiple

Targeted
players. Use Cold Calling.
Questions

Ask participants to demonstrate a key piece in

Show Me place before the drill starts. Or, try micro-
practice.

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 CFU During Typical Training

P * *
l
a Integrate Integrate
Intro: n Initial
Describe and n
Execution
Model i Re-Master Re-Master
n
g
Stage 2: Initial Execution and Observation
The enemy of seeing well is complexity; so too is
Standardize
familiarity. Simplify the visual field, then
Format
Circulate.
Standardize the Space
Standardize the Page

Tracking, Observation during training is tracking: Who is

Not executing correctly? What errors are being
Watching made? How many and by whom?

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Add school of fish
A School of Fish

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Standardizing the Format (Field)

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Add school of fish
Standardizing the Format In Our Workshops

Practice Space (The Field)

Asking teachers to stand while Practicing
Giving teachers suggestions (or modeling) how they
arrange their space
Sending different activity groups (or grade/subject
levels) to the same part of the room
Fixed group sizes

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Add school of fish
Standardizing the Format In Our Workshops

Materials and Planning

Practice trackers ensures that participants are doing
similar parts of the activity
Using color coded packets (e.g., Action Planning,
Feedback Cheat Sheets)
Designated planning space in the packet for practice
planning
Designating the number of participants and
standardizing roles ensures the number of at-bats
Pre-scripting what teachers are going to say to
students (e.g., "I need you to sit up")

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Add school of fish
Standardizing the Format In Our Workshops

Facilitation
Using a signal for transitioning roles (e.g., Switch!
callout on slides, ringing a bell)
Using hand signals to check for understanding (e.g.,
Show me how many examples you will practice.)

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 Plan Your CFU Part 1

Objective: To script practice directions that are both

crystal clear, and also embed ways to Check for
Understanding to ensure mastery of your practice
activity.

Structure and
Design p. 6-8
 Plan Your CFU Part 1

1. Script your Introduction to your activity

2. Draft your Targeted CFU questions for Practice
3. Plan 1-2 Show Me Moments
4. Plan how you will Standardize the Format

Structure and
Design p. 6-7
Stage 2: Initial Execution and Observation

Reliability: Can they get it right consistently?

Reliability Validity: To a standard that truly brings success?
and Validity

Affirmative Get sign off; then go on.

checking

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 CFU During Typical Training

P * *
l
a Integrate Integrate
Intro: n Initial
Describe and n
Execution
Model i Re-Master Re-Master
n
g

Skill Feedback

Drill Feedback
 CFU During Typical Training

P * *
l
a Integrate Integrate
Intro: n Initial
Describe and n
Execution
Model i Re-Master Re-Master
n
g
Stage 3: Integration and Mastery
Give feedback on only one or two things
Limit Yourself at a time.

Model Strong models lead to more reliable

Throughout success. Re-model too.
Give feedback on the point you just
Aligned
made. Align all coaches to the same
Observation
objective. Make it predictable.
Make it safe to get it wrong and then get
Normalize Error
it right

Getting it right is the mid-point of

Stick With It mastery

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 Plan Your CFU Part 2: Plan For Error

1. Plan for Error: anticipate the errors that participants

(both novices and experts) will make in practice
2. Plan how to respond to those errors.
3. Swap plans with a partner for feedback

Structure and
Design p. 8
 Juliana Worrell and Clare Perry

Whats effective about Julianas use of CFU during

practice? What else do you notice that we have
discussed in the workshop?

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