Teach Like A Champion: Exploring Doug Lemov’s Effective Cold Calling Strategy

Effective teaching requires a set of skills that are essential for engaging students and maximizing their learning potential. Doug Lemov’s “Teach Like a Champion” offers strategies and techniques that can help teachers enhance their effectiveness in the classroom. One of the techniques that he highlights is “Cold Calling,” which involves randomly calling on students to answer questions, even if they have not volunteered to do so. In this article, we will explore the benefits and challenges of cold calling and discuss how teachers can effectively implement it in their classrooms.

The Benefits of Cold Calling

The primary benefit of cold calling is that it helps teachers keep students engaged and focused on the lesson. When students know that they may be called upon at any time, they are more likely to pay attention and participate in class. Cold calling also helps students develop critical thinking and analytical skills as they must be ready to answer questions at any moment.

Another benefit of cold calling is that it helps to level the playing field for all students. In traditional classroom settings, certain students tend to dominate discussions while others remain quiet. Cold calling ensures that all students have an equal opportunity to participate in class and share their thoughts and opinions.

In addition, cold calling can be an effective way to assess student understanding and progress. By randomly calling on students, teachers can quickly identify which concepts are well understood and which require further explanation. This information can then be used to adjust lesson plans and teaching strategies to better meet the needs of students.

The Challenges of Cold Calling

Despite its benefits, cold calling can also present some challenges. For example, some students may feel uncomfortable being put on the spot and may become anxious or disengaged if they are called on. Additionally, if not implemented correctly, cold calling can lead to a negative classroom environment where students feel singled out or embarrassed.

Another challenge of cold calling is that it may be difficult to ensure that all students are being called on fairly. Teachers may inadvertently call on the same students repeatedly or may unintentionally overlook certain students. To avoid these issues, teachers must develop a systematic approach to cold calling that is fair and consistent.

Implementing Cold Calling Strategies

To effectively implement cold calling in the classroom, teachers must first establish clear expectations and guidelines for students. For example, they may inform students that they will be randomly called upon to answer questions and provide guidance on how to prepare for this. Teachers should also create a safe and supportive classroom environment where students feel comfortable participating and making mistakes.

It is also important for teachers to develop a systematic approach to cold calling to ensure that all students are given an equal opportunity to participate. For example, they may use a random name generator or a set of index cards with each student’s name to ensure that no one is overlooked or singled out.

To further support student engagement and participation, teachers may also use a variety of questioning strategies. For example, they may use open-ended questions that require critical thinking and analysis, or they may use guiding questions to help students work through problems step-by-step. Additionally, teachers may use the wait time to allow students to think about their answers and build confidence before responding.

Further Considerations

It is important to note that cold calling should not be the only strategy that teachers use to engage and assess students. While it can be effective in many situations, it is not appropriate in every circumstance, and it should be used in conjunction with other teaching strategies that promote student learning and engagement.

Additionally, it is important for teachers to be flexible and adapt their approach to cold calling based on the needs and abilities of their students. Some students may need more support or guidance when answering questions, while others may benefit from more open-ended prompts or challenges. Teachers should be willing to experiment with different approaches and strategies to determine what works best for their students.

Finally, it is important for teachers to be reflective and constantly evaluate the effectiveness of their teaching strategies, including cold calling. By seeking feedback from students, colleagues, and other experts in the field, teachers can continue to improve their practice and provide the best possible learning environment for their students.

Research on the Effectiveness of Cold Calling

Several studies have examined the effectiveness of cold calling as a teaching strategy. One study published in the Journal of Educational Psychology found that students in a college-level statistics class who were randomly called on to answer questions had higher course grades than students who were not called on. The researchers also found that students who were called on more frequently tended to have higher course grades, suggesting that cold calling may promote engagement and learning.

Another study published in the Journal of Research in Science Teaching found that cold calling can be particularly effective for promoting equity in the classroom. The researchers observed a high school physics class and found that cold calling led to more equitable participation among students, particularly those from underrepresented groups. They also found that students who were called on more frequently tended to have higher course grades.

However, it is important to note that not all studies have found a cold calling to be effective. One study published in the Journal of Curriculum Studies found that cold calling can lead to anxiety and discomfort among students, particularly those who are shy or introverted. The researchers suggested that cold calling should be used in conjunction with other strategies that promote student engagement and participation.

Conclusion

In conclusion, cold calling is a teaching strategy that involves randomly calling on students to answer questions in class. While it presents challenges, including potential anxiety or discomfort for some students, it can also be an effective way to promote student engagement and participation, level the playing field for all students, and assess student understanding. When implemented effectively and thoughtfully, cold calling can be an important tool for teachers to enhance their effectiveness in the classroom and support the success of their students.

By establishing clear expectations and guidelines, developing a systematic approach to cold calling, and using a variety of questioning strategies, teachers can promote active learning and participation in the classroom. It is also important for teachers to be flexible and adaptable, and to seek feedback and reflection to continually improve their practice and meet the diverse needs of their students.

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