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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