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What this is: all 63 techniques from Teach Like a Champion 3.0 (Doug Lemov), grouped by chapter, each with a two-sentence plain-language summary.
How we will use it: as our shared vocabulary and a tracking list. Check the techniques you are already using, and pick a couple to build as grade-level commonalities. Every technique here is a Tier I practice that is well documented and researc-based.
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Chapter 1 of the book is the five mental-model themes and carries no techniques, so the numbered techniques below run 1-63 across Chapters 2-12.
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Unit 1 - Lesson Preparation (1-5)
- [ ] 1 · Exemplar Planning. Write out the ideal student answer before the lesson so you know exactly what you are aiming for. Planning the exemplar first sharpens your questions, materials, and standard for a complete response.
- [ ] 2 · Plan for Error. Anticipate where and how students are most likely to get it wrong, then plan your response in advance. Deciding ahead of time keeps you calm and ready when the error shows up.
- [ ] 3 · Delivery Moves. Plan not just what you will say but how you will say it, including tone, pacing, and gesture. Scripting these choices makes key moments land the way you intend.
- [ ] 4 · Double Plan. Plan what students will be doing, not only what you will be doing, at each point in the lesson. A T-chart of teacher moves and student moves keeps everyone active and accountable.
- [ ] 5 · Knowledge Organizers. Build one document that captures the essential facts, vocabulary, and ideas of a unit. Using it to plan and to quiz anchors the whole class to the same core knowledge.
Unit 2 - Check for Understanding (6-14)
- [ ] 6 · Replace Self-Report. Instead of asking "Does that make sense?", gather real evidence of what students actually know. Self-report is unreliable, so use questions and tasks that show you the truth.
- [ ] 7 · Retrieval Practice. Have students recall previously learned material from memory on a regular basis. Pulling knowledge out, rather than rereading it, is what makes it stick.
- [ ] 8 · Standardize the Format. Design materials and seating so you can find the information you need to check quickly. When work lives in the same place every time, you can scan it at a glance.
- [ ] 9 · Active Observation. Circulate with a plan, looking for specific, pre-identified things in student work. Knowing what you are hunting for turns walking around into real data collection.
- [ ] 10 · Show Me. Ask students to show their answers all at once with slates, hand signals, or cards. A single glance then tells you how the whole room is doing.
- [ ] 11 · Affirmative Checking. Set checkpoints where students must confirm they are correct before moving on. This catches errors before they get practiced and compounded.
- [ ] 12 · Culture of Error. Build a room where being wrong is normal and safe, so students reveal their real thinking. When mistakes are welcome, you get honest data and deeper learning.
- [ ] 13 · Show Call. Put a student's actual written work under the document camera to study together. Making student work public raises the stakes and the quality of writing.
- [ ] 14 · Own and Track. Have students correct and track their own errors so they own the data. Watching their own progress builds accountability and investment.