Strategy III: "Do Now"
1) Summary
According to Teach like a Champion’s “strong classroom culture” section, students should never have to ask themselves what they should be doing while in class. Additionally, students should never be able to claim in defense that they didn’t know what they were supposed to do. Teacher’s should desire zero ambiguity in regards to classroom responsibilities as well as minimal or zero distractions. This desire is the rationale for the “do now” technique. “Do now” is a short activity students should complete upon arriving to class, also known as a “bell ringer” or “warm-up”. Having a “do now” task planned for each lesson should ensure that students are engaged in work and thinking about what is coming next before the instructor has started the day’s lesson. In order for the “do now” technique to be effective, Lemov suggests four criteria to be followed. First of all, the “do now” activity should be able to be completed without any instructor direction or classmate discussion. The point of “do now” is to establish a self-managed productive work habit and teacher instruction defeats this purpose. Secondly, the task should only take three to five minutes. Furthermore, the third criterion recommends that “do now” activities require a written portion. This not only makes the assignment more rigorous, but also it holds the student accountable to make a diligent effort that they know will be evaluated. Finally, the fourth criteria suggests that “do now” activities be lesson related; either a precursor to the day’s lesson or a review of a previous class.
2) Explanation in Evidence
“Do now” is up to the student; self-management skills take precedence over teacher instruction. The benefit of the “do now” is that the technique is short; after completion the teacher can move on to a lecture, a group activity or other kind of instruction. “Do now” allows for students that may prefer to work solo to get time in on their own before moving on to another kind of learning style. Techniques like “do now” that minimize distractions are research proven to be effective ways to adapt instruction for students with specific learning disabilities, autism, and ADHD. “Do now” is effective differentiated instruction because it helps these specific groups by encouraging them to focus right at the start of class and the habit of this task as a daily warm- up provides consistency, a trait that helps keep these students engrossed all class period long. Furthermore, a well-managed, engaged classroom will utilize writing activities because ultimately, writing defines and shapes thoughts.
3) Example in the Classroom
As a social studies concentration secondary education major, I may end up teaching a variety of classes that would benefit from a “do now” activity. For example, if I was teaching a law and justice class I could begin each class by presenting on the overhead an actual court case from the past. It would be beneficial to correlate the daily cases with the unit being studied (i.e.: a homicide case when studying criminal law, or a Supreme Court case when studying individual rights and liberties.) On the overhead would be a paragraph overview of the case including basic information like the evidence in question, the situation, any witnesses or any other notable information. From this information I would ask the students to write 1) what they think the outcome will be 2) what they believe the outcome should be and 3) why. All that would be required is three complete sentences drawn from critically thinking about a relevant case. The activity would take no more than five minute and would be a great way to get students analytically thinking about law. “Do now” techniques can be done in basically any class room; if I was to teach United States history for example, asking a question about the previous day’s material could be a good way to start out the class. If on Tuesday the Battle of Gettysburg was discussed, come Wednesday as soon as students come to class they will have to answer a short question pertaining to Gettysburg (i.e.: Why was the Battle of Gettysburg a significant turning point in the Civil War? Or, what state is Gettysburg in?) This kind of “do now” not only focuses students on the subject they are about to spend sixty to ninety minutes on but also the activity reviews key information from a previous lesson and provides the opportunity to see what students are retaining.
According to Teach like a Champion’s “strong classroom culture” section, students should never have to ask themselves what they should be doing while in class. Additionally, students should never be able to claim in defense that they didn’t know what they were supposed to do. Teacher’s should desire zero ambiguity in regards to classroom responsibilities as well as minimal or zero distractions. This desire is the rationale for the “do now” technique. “Do now” is a short activity students should complete upon arriving to class, also known as a “bell ringer” or “warm-up”. Having a “do now” task planned for each lesson should ensure that students are engaged in work and thinking about what is coming next before the instructor has started the day’s lesson. In order for the “do now” technique to be effective, Lemov suggests four criteria to be followed. First of all, the “do now” activity should be able to be completed without any instructor direction or classmate discussion. The point of “do now” is to establish a self-managed productive work habit and teacher instruction defeats this purpose. Secondly, the task should only take three to five minutes. Furthermore, the third criterion recommends that “do now” activities require a written portion. This not only makes the assignment more rigorous, but also it holds the student accountable to make a diligent effort that they know will be evaluated. Finally, the fourth criteria suggests that “do now” activities be lesson related; either a precursor to the day’s lesson or a review of a previous class.
2) Explanation in Evidence
“Do now” is up to the student; self-management skills take precedence over teacher instruction. The benefit of the “do now” is that the technique is short; after completion the teacher can move on to a lecture, a group activity or other kind of instruction. “Do now” allows for students that may prefer to work solo to get time in on their own before moving on to another kind of learning style. Techniques like “do now” that minimize distractions are research proven to be effective ways to adapt instruction for students with specific learning disabilities, autism, and ADHD. “Do now” is effective differentiated instruction because it helps these specific groups by encouraging them to focus right at the start of class and the habit of this task as a daily warm- up provides consistency, a trait that helps keep these students engrossed all class period long. Furthermore, a well-managed, engaged classroom will utilize writing activities because ultimately, writing defines and shapes thoughts.
3) Example in the Classroom
As a social studies concentration secondary education major, I may end up teaching a variety of classes that would benefit from a “do now” activity. For example, if I was teaching a law and justice class I could begin each class by presenting on the overhead an actual court case from the past. It would be beneficial to correlate the daily cases with the unit being studied (i.e.: a homicide case when studying criminal law, or a Supreme Court case when studying individual rights and liberties.) On the overhead would be a paragraph overview of the case including basic information like the evidence in question, the situation, any witnesses or any other notable information. From this information I would ask the students to write 1) what they think the outcome will be 2) what they believe the outcome should be and 3) why. All that would be required is three complete sentences drawn from critically thinking about a relevant case. The activity would take no more than five minute and would be a great way to get students analytically thinking about law. “Do now” techniques can be done in basically any class room; if I was to teach United States history for example, asking a question about the previous day’s material could be a good way to start out the class. If on Tuesday the Battle of Gettysburg was discussed, come Wednesday as soon as students come to class they will have to answer a short question pertaining to Gettysburg (i.e.: Why was the Battle of Gettysburg a significant turning point in the Civil War? Or, what state is Gettysburg in?) This kind of “do now” not only focuses students on the subject they are about to spend sixty to ninety minutes on but also the activity reviews key information from a previous lesson and provides the opportunity to see what students are retaining.