Created by Uncommon School's Teach Like a Champion Team, this Plug and Play provides a ready-to-deliver 2 hour Professional Development session. The slides here are a sample. The full Plug and Play consists of a PowerPoint with embedded classroom videos, facilitator script for each slide, and participant handouts. To learn more, visit: http://teachlikeachampion.com/plugandplay/systemsandroutines
Systems and Routines 2022 PNP PowerPoint, Sample Slides.pptx
1. Teach Like a Champion
Plug and Play
Systems and Routines
2. What routines do you notice in Arielle’s classroom?
How do the routines support learning?
Arielle Hoo
Page 2
3. Arielle Hoo
Page 2
Routines You May Have Noticed:
• Silent, independent writing (Silent Solo)
• Receiving and applying feedback
• Studying student work (Show Call)
• Habits of Attention
• Turn and Talk
How Arielle’s Routines Support Learning
• All students have quiet time to think in writing on their
own, then to refine their thinking based on seeing and
listening to their peers’ ideas
• Students can focus on the content because expectations
and transitions have become habits
4. Purpose of Systems and Routines
Page 2
Build Positive Shared Habits to:
• Maximize time for learning
• Build norms of inclusiveness and belonging
• Free students’ minds to focus on the content
5. From Design to Routine
Routine
Building
Three Types
Keys to
Effective Design
Transfer
Ownership
Purpose &
Design
Roll Out Why
Model & Describe
Practice
Do It Again
Remove
Scaffolding
Reboots
Page 3
6. There are three types of routines:
1. Academic
2. Procedural
3. Cultural
Three Types
Page 4
7. Page 6
Denarius Frazier
Jot down all the routines you see that support
procedures, academics, and culture. What impact do
they have in Denarius’s classroom?
8. Routines You May Have Noticed
Agree
Disagree
Complete
Sentences
Props
Hand
Raising
Procedural Academic Cultura
l
Page 7
Emilie
No Opt Out
Withhold
the Answer
Hands
Down
Hand
Raising
Supportive
Snaps
Poll Show Call
Habits of
Discussion
Turn and
Talk
Denarius
Habits of Attention
9. Examples of What Teachers Routinize
Text mark-
up/Reading
interactively
Moving
students from
one location
to another
Answering
questions
Note
taking
Correcting
a peer’s
mistake
Hands Down
Turn and
Talk
Eyes on the
speaker
Props to
celebrate
peers
Page 8
Passing in
papers
10. Keys to Effective Design
Effectively designed procedures and systems satisfy
three criteria. They are:
1. Simple
2. Double Planned
3. Minimally Narrated
Page 10
11. Jessica Bracey
Read and annotate the places in Jessica’s planning
document that demonstrate the three criteria of
effective systems design.
Pages 10-12
13. Design Your Own Routine
Select an example routine from pages
13-14. Star two aspects of the routine
that make it effective and jot why in the
margin.
Annotate
Pages 13-15
Plan
Using the table on page 15, design a
multi-step routine of your own that fulfills
the three criteria of effective systems
design:
• Simple
• Double Planned
• Minimally Narrated
15. Page 16
Eric Snider
What is effective about how Eric rolls out the system
for discussion in his classroom?
16. “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 start the day with
the same expectation.”
“Putting our eyes on the speaker
during class discussions is an
important way that we show our
teammates that we value what they
have to say.”
Scripting The Roll Out 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.”
17. What is effective about how Mallory models,
describes, and practices her poll system?
Mallory Grossman
Page 17
18. Draft the Practice section of your
Routine Building plan. If above 2nd
grade, embed the practice in real
content.
In the Practice section, consider:
• Isolated Steps
• Strategically Simplified
• Preempt Pitfalls
Plan
Routine Building Practice
Pages 19-20
19. Re-Teach
Re-teach while incorporating the feedback.
Switch roles and repeat.
Pages 21-22
Routine Building Practice (Cont’d)
Feedback
Use the Feedback Cheat Sheet.
• “It was effective when…”
• “Next time try…”
With a partner, deliver all parts of your
Routine Building script: Roll Out Why,
Model & Describe, Practice.
Practice
Success Points
• Include Roll Out Why, Model & Describe, Practice
• Use Economy of Language
20. Build habits in the service of learning.
Do It Again: When and Why
Page 23
21. What is effective about Narlene’s and Erica’s use of Do It
Again? What is the impact on culture and learning?
Page 23
Narlene Pacheco Erica Lim
22. Objectives: Anticipate ways students are most likely
to miss the bar. Prepare Do It Again language to instill
a habit of excellence.
Do It Again Practice
Page 25
23. Do It Again Practice
Pick a system you plan to teach at the
beginning of the year. In the template
identify:
• The purpose of the system
• What students will say/do to complete
the system with excellence
• 1-2 ways students might miss the bar
Then choose 2 variations from Good
Better Best, Manage Affect, Specific
Feedback and script your responses.
Page 25
Plan
24. Do It Again Practice
In groups of 3:
• Briefly share the purpose of the
system and how students might
initially miss the bar
• Deliver your Do It Again
After everyone has had a turn, go around
a 2nd time, just re-delivering the Do It
Again.
Page 26
Practice
Success Points
• Emotional Constancy
• Economy of Language
25. When students are ready to assume more ownership
of classroom routines:
• Say “You’re Ready”
• Remove Scaffolding
• A Little Less in Sync
• Shared Leadership
Transferring Ownership
Page 27
26. Compare and contrast how Sari facilitates a transition
at two different points in the school year. What
evidence do you see of Transfer Ownership?
Sari Fromson
Page 27
