University of Michigan/Teaching
Works
Implementing organizational routines,
procedures, and strategies
Wednesday, October 16, 2013
Three Things We’ve Learned
Recently
We Are Performers
We Are Sometimes Great
And Sometimes Not
This is the Difference
We Have Some Catching Up to Do
Virtuous Cycle
We Have Some Catching Up to Do
We Have Some Catching Up to Do
Little Things Have Big Muscles
Radar/Be Seen Looking
What will you look for?
What are
What does this video have to do with teaching?
Page 4
Patrick Pastore
What tools does Patrick use here to get his students to
follow his directions?
Page 4
Show me
SLANT.
150!
Show me
SLANT.
“Pastore’s Perch”
The Tiptoe
The Politician
The Invisible Column
The Quarterback
The Swivel
The Disco Finger
Practicing Dance Moves
CFU: Culture of Error
Jason Armstrong
What does Jason communicate about mistakes and right
answers in introducing these two problems.
Page 33
Culture of Error Mini-Practice Planning
“Tell”
Brainstorm
We all have indicators which
tell students when an answer
is right or wrong. Brainstorm
all of the “tells” that teachers
have, including your own (e.g.,
nodding, smiling).!
Culture of Error
Brainstorm
Brainstorm a list of things you
could say in response to a wrong
answer that could help build a
Culture of Error in your
classroom. (Examples: “I expect
there are a lot of different
answers here.” “That answer is
going to be really helpful to us.”
“You did a lot of smart things to
get that answer. Now there’s one
thing we need to change.”).!
!
Page 34
Culture of Error Mini-Practice
You will now practice responding to an incorrect answer
without a “tell” while using your sentence stems to create
a Culture of Error. Plan for the following:
!
•  Teacher – asks a question and responds to incorrect
answers
•  Students – gets answer wrong
•  Teacher - responds to wrong answer without indicating
it is wrong (watching the “tell!”)
!
Rotate Roles.
Page 34
Culture of Error Mini-Practice Questions
Example Questions:
•  What is the moral of the story The Boy Who Cried
Wolf? (Wrong Answer: “To not be afraid of wolves”
or “lying”)
•  Round 305.75 to the nearest tenth. (Wrong
Answer: 305.70 or 310)
Goal: Manage your tell and create a culture of error.
In groups of 3 (for maximum at-bats.)
Page 34
Everybody Writes 2.0
Jessica Bracey
How does Jessica use writing as a tool to make her
reading classroom more rigorous?
Page 2
Everybody Writes 2.0 Technique Notes
ReadWriteDiscuss
Writing is
Revising
R-W-D-R
Build
Stamina
The Art of
the
Sentence
Add
Accountability
Page 50-51
Art of the Sentence
First, Scaffold Sentences
•  How did Ralph’s actions lead to a “violent swing”?! What did he do, and
what was the effect of his actions?! Use the following format:
Because Ralph ______________________ , ______________________ .
Ralph’s action(s) – cause main effect(s) of Ralph’s action(s)
In a week or two, different structures, phrases and forms
•  What did Ralph do to make Jack’s taunt “powerless?”! Start your sentence
with “Despite Jack’s…”!
As comfort grows, open-ended prompts
•  In one beautiful sentence, explain the most important development in this
section of the text.!
Finally, combine multiple ideas in a single sentence.
•  Describe in one sentence how Christopher’s father was feeling, and how
Christopher’s response to the situation is different than his father’s.!
Page 54
Paul Powell
How does Paul use Show Call effectively?
Page 32