Radar
The radar module is categorized under the behavior and culture category. This module highlights the importance of developing the ability to see and monitor the room well. Developing radar is achieved through first understanding the benefits of radar, studying the techniques, practising and finally reviewing the practice. The key takeaway from the module is that radar facilitates concentration and accountability. Developing radar depends not only on the physical space but also on the clarity of directions given. Pastore’s Perch is highlighted as the most beneficial method that allows teachers to develop radar with the least amount of scanning. When a teacher stands at the corner of the room, they can observe everything easily, as demonstrated by Doug in the module videos.
Least invasive intervention
It is common to find some students going off-task in many classroom discussions. Teachers should apply the least invasive intervention techniques to redirect students’ concentration on the tasks at hand. The module highlights that the primary goal of the least invasive intervention is to allow the teacher to keep teaching as students continue learning. This implies that the teacher’s redirection should not interrupt the lesson or distract other students. The module gives three key types of least invasive intervention. The first is a non-verbal intervention which entails the use of gestures and other non-verbal cues to redirect unfocused students, as shown by Julianna in the video. The second method is verbal intervention, whereby the teacher should give clear instructions in a firm but polite and soft voice. The last method highlighted is individual redirection which entails private conversations between the teacher and student.
Positive framing
The positive framing modules describes how teachers can direct and redirect students to motivate and inspire good results from them. This module reminds us of the need to bring out the best in others through directions and redirections. The main takeaway points from the module are that positive framing entails assuming the best of others and avoiding personal references. In one video found in the module, the teacher politely asks students to put down the shapes in their hands because they are distracting them. This is a positive framing that assumes the students want to focus on the teacher and politely asks them to get rid of distraction. In another section, the module highlights that a teacher can use positive framing by reminding students of who they are and challenging them to do better. This module reveals that correction doesn’t always have to be harsh as it can be delivered in an inspiring soft way following the positive framing technique.
Cold call
The cold call is a module under the engaging students’ category which details the practice of calling on students randomly even when they haven’t lifted their hands in response to a question. Cold calling has both merits and downsides, and its effectiveness depends on the teacher’s approach. Establishing a cold call culture in the classroom requires a roll-out speech where the teacher explains the technique beforehand to prepare the students psychologically. Students will be more responsive if they understand the purpose of cold calling. The main takeaway from this module is that cold calls can only be effective if they are positive. Using a warm and inviting tone, making it universal, and cold calling often facilitates the development of a positive cold calling culture. Cold calls motivate students’ engagement and allow more students in the classroom to engage in cognitive work.
Show call
The show call module illustrates a variation of the cold call strategy. Show calling can be quite an effective tool for inspiring and motivating students to perform well. Show call involves using a students’ work to encourage others to perform better. This usually happens when a teacher wants to give an example of a student’s work that is considered excellent. Show calling should be guided by the motive of encouraging students to work harder so that their work can be shown. The module details a positive culture in the take and reveals parts of a show call. For positive results, a teacher should consider requesting a student’s permission to show their work and showing other students that it is just an example, not a big deal.
Double plan
The double plan module describes the technique of planning what the teacher and students will do at different times in the lecture. Double plans are effective in time management and facilitating student engagement. Lesson plans are the most common ways of double planning whereby the student outlines the course content. Any continuous assessment tests to be taken in the course are indicated as well as the course outcomes. This provides the teacher with a good evaluation technique. The teacher should share the plan with the students early enough. Double planning encourages students’ involvement and leads to the successful completion of tasks.
Exit tickets
Every teacher wants to know if their students comprehend the course content. Testing their knowledge at the end of a lesson helps teachers to strategize on new teaching methods. The exit tickets module reveals that one of the best ways of assessing student’s performance is the end of lesson assessment tests. These tests evaluate students understanding of earned concepts. The teacher should use the assessment results to plan for future lessons. Exit tickets help both teachers and students do their parts effectively. Lastly, the exit tickets module teaches us that continuous assessments lead to success.