Teach Like a Champion Plug and Play: Systems and Routines

Teach Like a Champion

Plug and Play

Systems and Routines:

Design, Installation, and Maintenance

For Facilitators: Choose Your Own Adventure

If this is true for you… We recommend covering…

It’s the beginning of the year, and teachers

need to design and install Systems and

Procedures.

Introduction (Slides 3-11), Design (12-29),

and Install (Slides 30-48),

It’s the beginning of the year, and my

teachers designed their systems and

procedures but need to install and then

transfer ownership to students

Introduction (Slides 3-11)*, Install (Slides

30-48), and Transfer Ownership (Slides 49-

65)

It’s no longer the beginning of the year and

teachers need to sharpen up or reboot old

routines and then transfer ownership.

Introduction (Excerpt: Slides 3-9), Maintain

(66-80), and Transfer Ownership (49-65)

It’s no longer the beginning of the school

year, and my teachers need to design and

install new systems and procedures.

Introduction (Excerpt: Slides 3-9), Design

(12-29), and Install (Slides 30-48)

Entering Class

Handshake upon

entering (i.e.

Threshold)

Pick up classwork

packet

Take assigned

seat

Sharpened pencils out; desks clear; backpacks

away

Do Now

System

Pro

ce

du

res

Routines=

When these become automatic

Putting it All Together

Install

Rollout

Deliberate

Practice

From Procedure to Routine

Transfer

Ownership

Narrate it

Back

Remove

Scaffolding

Frontload

What to Do

Earned

Autonomy

Do it Again

Reboot

Self-Check

Reminder

Three Types

Engineer

Efficiency

Maintain Design

Engineer Efficiency Case Studies

Analyze the example systems and

procedures using the four criteria for

Engineer Efficiency.

Step One:

Solo Analysis

Discuss the example procedures and

systems with your small group. Step Two:

Discussion

Routine Planning Template

FOR FEEDBACK

Procedure Rollout: Planning “The Why”

Step One:

Planning

Draft a student-friendly purpose (“The Why”) for a

procedure. We recommend isolating just one

step/procedure from “Plan Your Own Routine”

practice.

Step Two:

Feedback

In pairs, give each other feedback using the

sentence starters:

• “It was effective when…”

• “When you revise, try…”

Step Three:

Revise

Revise “The Why” language to incorporate one

piece of feedback

Success Point:

• Maintain Economy of Language

“Whenever a teammate sticks with a

tough question, we’re going to show

our support by ‘sending magic’ like

this…” (model by wiggling fingers).

“In the professional world, it’s

common courtesy to greet

someone with a handshake. So

in this class, we will hold each

other to the same expectation.”

“Tracking the speaker during

class discussions is an

important way that we show

our teammates that we value

what they have to say.”

Scripting “The Why” To get you thinking, here are some examples:

“I want you all to get the credit

for the hard work you do in this

class. This is why it’s so

important that you label every

assignment with your name and

homeroom

“When I call on you, remember to

speak ‘loud and proud’ so that

your friends across the room can

hear you.”

“When you have an answer,

remember that we don’t call out.

Instead, raise a quiet, vertical hand

so that everyone has a chance to

think it through.”

• What are the similarities and differences between

Sultana and Eric’s systems?

• To what extent do students “own” the systems?

• What do you think they did to make this possible?

Sultana Noormuhammad Eric Diamon

System for discussion

Complete sentence answers

Use peer’s names

Refer to prior

comments

Discussion sentence starters

Track the speaker

Student roles

Cite textual

evidence Pro

ce

du

res

Unpacking Eric’s System for Discussion

Watch how several teachers implement Do it Again. Jot

down one or two things you might want to steal or adapt

to help with Routine Maintenance.

Do it Again Montage

Do it Again Wheel of Fortune Mini-Practice

• Pick a simple routine in your classroom

that could use some maintenance

• Briefly plan out what you would do or say

for each type of Do it Again

Step One:

Planning

Objective: Improve your ability to use Do it Again to

sharpen up a class routine with ease and efficiency.

• Take a spin on the Wheel of Fortune to

figure out which type of Do it Again you’ll

practice each round (3 rounds total).

Step Two:

Practice

Success Point: Keep transaction costs low

Round 1: Wheel of Fortune Mini-Practice

Role-Playing Your Reboot

Draft your Reboot for a system or

procedure that you need to install or

reintroduce. Apply at least two tips for

rebooting from page 27.

Step One:

Planning

Role-Playing Your Reboot (cont’d)

Step Three:

Feedback

Step Four:

Re-Teach

Using the “Role-Playing Your Reboot”

feedback cheat sheet, share feedback (in

60 seconds or less)

Deliver the Reboot while incorporating the

feedback. Switch roles and repeat.

Success Points:

• Maintain Economy of Language

• Clearly model procedure

• Ask students to Do it Again until they do it right

In groups of four (1 teacher, 2 students, 1

coach), practice delivering your Reboot. Step Two:

Practice