TLAC ONLINE + GET BETTER FASTER
Use this at-a-glance guide to align observation-based next steps to TLAC Online Trainings within the Get Better Faster Framework. White trainings relate to the management trajectory and blue trainings relate to the rigor trajectory.
| Technique | Training |
Type of Practice
|
Description: A teacher will... | ||||
|---|---|---|---|---|---|---|---|
Phase 1: Pre-Teaching |
Strong Voice (Management 2) |
Establish Formal Register | Practice using Formal Register to signal the importance of her words | ||||
| Do Not Talk Over | Practice using self-interrupt as a way to avoid talking over students | ||||||
| Economy of Language & Quiet Power | Practice using fewer words, spoken quietly, as a means to communicate calmness and to ensure all students hear and respond to her directions | ||||||
| Double Plan (Rigor 1) |
Lesson and Materials | Practice envisioning and planning what both she and her students will do at each step of the lesson | |||||
| Exit Tickets (Rigor 1) |
Design Criteria | Practice applying three criteria to make her Exit Tickets even more effective | |||||
| Analyze & Act | Practice planning how to analyze and act on data from Exit Tickets | ||||||
Phase 2: Days 1-30 |
What To Do (Management 3) |
Planning and Delivery | Practice delivering clear directions that help students hear and understand the directions | ||||
| Radar (Management 5) |
Building Radar | Practice using observable directions, scanning, & Pastore's Perch to see her classroom accurately and efficiently | |||||
| Be Seen Looking | Practice signaling that her directions matter by looking for follow-through | ||||||
Phase 3: Days 31-60 |
Cold Call (Management 9 and Rigor 10) |
Introducing Cold Call | Practice introducing Cold Call with a Cold Call Roll-Out Speech | ||||
| Positive Cold Call Culture | Practice building a positive Cold Call culture in her classroom | ||||||
| Time the Name | Practice Timing the Name during Cold Call by using question, pause, name | ||||||
| Unbundle & Follow On | Practice two ways to maximize participation during Cold Call: Unbundle and Follow On | ||||||
| Slow Call | Practice using Slow Call, a slower, more reflective Cold Call | ||||||
| Least Invasive Intervention (Management 11) |
Non-Verbal Interventions | Practice using Non-Verbal Interventions to manage behavior and maintain lesson momentum | |||||
| Two Key Verbal Interventions | Practice using two whole-class reminders of expectations: Positive Group Corrections & Anonymous Individual Corrections | ||||||
| Private Individual Correction | Practice addressing off-task behavior with individual students | ||||||
| Plan for Error (Rigor 7) |
Anticipate Student Error | Practice planning how to anticipate student misunderstandings | |||||
| Break It Down | Practice planning responses that break down complex content in response to student misunderstandings | ||||||
Phase 4: Days 61-90 |
Show Call (Rigor 9) |
Show Call with Purpose | Practice planning what kind of student work to Show Call, when to show it, and how much work to share | ||||
| Positive Show Call Culture | Practice building a positive Show Call culture by managing how she takes and reveals student work | ||||||
| Analysis & Application | Practice planning how to analyze shared student work and how all students will apply that analysis | ||||||
Next Steps |
Stretch It (Rigor 13) |
Directive and Non-Directive | Practice planning directive and non-directive ways to "stretch" correct student responses | ||||
| Art of the Sentence (Rigor 9) |
Three Types of Prompts | Practice planning Art of the Sentence to push students toward writing precise, syntactically complex sentences | |||||