{"id":4396,"date":"2024-09-14T10:13:05","date_gmt":"2024-09-14T15:13:05","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=4396"},"modified":"2024-09-16T20:07:08","modified_gmt":"2024-09-17T01:07:08","slug":"the-search-for-great-teaching-a-comparison-of-teach-like-a-champion-3-0-and-christopher-perrins-pedogogical-principles","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2024\/09\/14\/the-search-for-great-teaching-a-comparison-of-teach-like-a-champion-3-0-and-christopher-perrins-pedogogical-principles\/","title":{"rendered":"The Search for Great Teaching: A Comparison of Teach Like a Champion 3.0<\/i> and Christopher Perrin’s Pedogogical Principles"},"content":{"rendered":"\n

One interesting addition to Doug Lemov\u2019s Teach Like a Champion<\/em> series in his third edition (Teach Like a Champion 3.0<\/em><\/a>) is his notion of a mental model. He introduces the idea like this:<\/p>\n\n\n\n

\u201cIn a typical lesson you decide, often quickly. Then you decide, decide, and decide again. You are a batter facing a hundred pitches in a row\u2026What do you need to decide quickly, reliably, and well, while thinking about other things under a bit of pressure in the form, of, say, twenty-nine restless students, twenty-five minutes\u2019 worth of work left to get done, and a ticking clock to remind you that you have fifteen minutes left in the class period?\u201d (3). <\/p>\n\n\n\n

His solution is a mental model, that is, a framework to understand complex environments. In this case, teachers can filter the plethora of time-sensitive decisions before them through a grid of principles for a successful lesson. While teaching is a craft that takes extended time to master, Lemov believes that growth in the craft can occur much more rapidly through adopting a mental model composed of core principles. <\/p>\n\n\n\n

While Doug Lemov was developing his mental model for a successful lesson, classical education expert Christopher Perrin has been refining his own set of principles for sound classroom pedagogy. His course Principles of Classical Pedagogy<\/a> through ClassicalU offers ten principles, or pedagogies, of great teaching.\u00a0<\/p>\n\n\n\n

In this article, I will briefly review Lemov\u2019s and Perrin\u2019s lists of principles before going on to suggest three points of similarity, followed by three areas of difference. In doing so, I will demonstrate the value of insights gained through cognitive psychology and learning science, while arguing for the importance of situating any great teaching practice within a broader philosophy of education that takes seriously the full-orbed reality of what it means to teach and form human beings.<\/p>\n\n\n\n

The Mental Model for an Effective Lesson<\/strong><\/h2>\n\n\n\n
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Through offering a mental model, Lemov seeks to help a teacher, first, grow in understanding of how learning works and, second, perceive accurately what their students need most to thrive in their classrooms. It is one thing, Lemov thinks, to have a set of teaching principles, such as \u201ccheck for understanding\u201d or \u201cratio,\u201d two common phrases in the TLaC series. It is another thing to have an additional set of learning principles that \u201c…can help explain why certain methods work as well as how and when to use them\u201d (5).\u00a0 In this way, Lemov\u2019s five principles that comprise his mental model seek to offer guidance for both teaching and learning simultaneously.\u00a0<\/p>\n\n\n\n

Let us review them now:<\/p>\n\n\n\n

Principle 1: Understanding human cognitive structure means building long-term memory and managing working memory.<\/strong><\/p>\n\n\n\n

Lemov\u2019s first principle focuses on the distinction between long-term and working memory in order to implement teaching practices that build long-term memory. The general idea is that while working memory is immediately accessible, it is extremely limited in capacity. Humans can only hold so much new information in their mind\u2019s eye. Immediately following the exposure to new information, the forgetting process begins. The way to build long-term memory and strengthen the durability of knowledge is to implement retrieval practice techniques in which students are called upon to remember, or retrieve, what they were taught in the past. <\/p>\n\n\n\n

Principle 2: Habits accelerate learning.<\/strong><\/p>\n\n\n\n

Similar to the first principle, this second one offers guidance on how to use one\u2019s cognition as efficiently as possible. The reality is that each day we are bombarded with common, everyday activities that require our attention. But what if we could put the mental effort of these mental tasks on autopilot in order to focus on more important work? This is the concept, described in cognitive terms, of a habit. The more we can help students put menial scholastic work on autopilot, from reading fluency to math fact automaticity to getting out a notebook to begin writing, the more they can focus their minds and wills on understanding deeper, more complex concepts. If you haven’t already, be sure to download Patrick Egan’s free Ebook<\/a> and watch the webinar<\/a> on how to help students build great habits.<\/p>\n\n\n\n

Principle 3: What students attend to is what they will learn about.<\/strong><\/p>\n\n\n\n

This may go without saying, but focused concentration is the key to efficient and effective learning. And yet, we are all aware that there is a growing deficit of ability to attend to something for an extended amount of time in our world today. This principle seeks to equip students \u201c…to lose themselves in a task and work at it steadily for a significant period of time, which means a setting where concentration can reliably be maintained and tasks and activities where the ability to focus is carefully cultivated\u201d (20).\u00a0Jason Barney’s The Joy of Learning<\/em><\/a> offers a great path forward to implement this idea, known as “flow,” in the classical classroom. His webinar<\/a> on the topic is also excellent.<\/p>\n\n\n\n

Principle 4: Motivation is social.<\/strong><\/p>\n\n\n\n

It can be tempting to focus on the learning of each individual student, but this principle reminds us that humans thrive when they work together. In this way, the learning process, including the motivation to learn, occurs at both the individual and social level. Successful lessons occur within classroom cultures in which the norms and values of the classroom encourage individual hard work and intentional team work.<\/p>\n\n\n\n

Principle 5: Teaching well is relationship building. <\/strong><\/p>\n\n\n\n

The final principle Lemov identifies for an effective mental model of teaching and learning focuses on the power of relationships. Specifically, he emphasizes that the teacher-student relationship is one in which the student feels safe, successful, and known. Safety<\/em> includes physical safety, yes, but also the intellectual safety to take risks. Success<\/em> refers to the fact that a key objective of any lesson should be to help a student learn or do something. Finally, a student feeling known<\/em> fulfills a core desire wired into all human beings for them to develop a sense of belonging. <\/p>\n\n\n\n

Overall, I find Lemov\u2019s mental model, understood through these five principles, to be a helpful framework. The task of learning and mastering 63 \u201ctechniques\u201d for a new and developing teacher is daunting. But equipping them with five big ideas, or principles, through which to filter their classroom decision-making and priorities, can simplify the teaching craft and clarify where to focus.<\/p>\n\n\n\n

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Perrin’s Principles of Classical Pedagogy<\/strong><\/h2>\n\n\n\n

Now let us turn to classical education expert Christopher Perrin’s ten principles of classical pedagogy<\/a>. According to an article<\/a> written this past summer, Perrin is currently working on a book with fellow classical education consultant Carrie Eben<\/a> that will seek to unpack these principles in order to equip great teaching.\u00a0As a side note, we interviewed Eben on our podcast, which you can listen to here<\/a>.<\/p>\n\n\n\n

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While Perrin does not use language of a mental model, it seems that his principles function in a similar way. By call them principles, rather than practices, he is directing us to think about the broader convictions teachers can adopt to govern specific practices. In other words, these principles exist less as a checklist and more as a filter. Teachers can measure a lesson against these principles in order to gain insight about how to strengthen the teaching and learning that goes on in their classrooms.<\/p>\n\n\n\n

Given that Perrin\u2019s article linked above provides brief descriptions for each principle, I will simply refer you to that article and list them out here. They are as follows:<\/p>\n\n\n\n

    \n
  1. Make haste slowly: take time to master each step.<\/li>\n\n\n\n
  2. Do fewer things, but do them well: it is better to master a few things well than to cover cursory content.<\/li>\n\n\n\n
  3. Repetition is the mother of memory: revisiting and reviewing past lessons deepens both affection and understanding.<\/li>\n\n\n\n
  4. The one who loves can sing and remember: the importance of songs, jingles, and chants.<\/li>\n\n\n\n
  5. Wonder commences learning that will last.<\/li>\n\n\n\n
  6. Order time and space for deep thought: cultivate leisure (schole) and contemplation.\u00a0<\/li>\n\n\n\n
  7. Embodied rhythms, liturgies, and routines shape the soul.<\/li>\n\n\n\n
  8. Students learn by teaching: knowledge taught is twice-learned.<\/li>\n\n\n\n
  9. The best teacher is a good book: the teacher becomes the tutor and a three-way conversation begins.<\/li>\n\n\n\n
  10. Learn in community through conversation: this creates a friendship of the soul that gives birth to deep and mutual learning.<\/li>\n<\/ol>\n\n\n\n

    What a fascinating list! Immediately, we can see the contrast between Lemov and Perrin in light of the language they deploy. Lemov\u2019s focus is primarily material, in nature: cognition, socialization, and relationships all exist within an immanent frame of being in the world. In contrast, Perrin clearly values the spiritual and transcendent dimension on the same plane as the immanent. His desire for students to grow in love, virtue, reverence, and contemplation–beyond mere cognitive achievement–stands out.<\/p>\n\n\n\n

    What the Principles Have in Common <\/strong><\/h2>\n\n\n\n

    There are three key ways I see Lemov and Perrin displaying similarity in the principles they prescribe. <\/p>\n\n\n\n

    First, both approaches respect deep work and the building of durable knowledge. Lemov captures this value through his distinction between working and long-term memory as well as his emphasis on habits and attention. Perrin encourages teachers to proceed slowly and deeply through a lesson in order to build a strong foundation.<\/p>\n\n\n\n

    Second, both approaches appreciate the power of habit and attention. Obviously, habits and attention are the explicit focus for Lemov. He underscores the value of cultivating the right processes for learning to occur. It is not merely what or how much a student learns; it is how. Similarly, Perrin encourages the mastery of each step and using strategies like liturgies and chants to strengthen the learning experience.<\/p>\n\n\n\n

    Third, both approaches underscore the centrality of relationship in the learning process. Lemov grounds relationships in the power of motivation and social-emotional learning. Perrin looks to classical ideas about friendship and the formation of the soul to demonstrate the centrality of community in the classroom. <\/p>\n\n\n\n

    How the Principles Diverge\u00a0<\/strong><\/h2>\n\n\n\n

    Nevertheless, there are core differences in which the prescribed principles diverge. <\/p>\n\n\n\n

    First, it is clear that while Perrin conceives of education as the full formation of a student (mind, heart, body, and soul), Lemov prioritizes the cognitive and emotional. While I do not think it is fair to say that Lemov values product over persons, I do think his view of humanity is limited by his secular vantage point. This anthropology lacks a moral dimension as well. If students are basically a bundle of cells directed by a nervous system, then the most that teachers can do is strengthen cognition and build “productive” social environments. But if students are eternal and embodied souls made in God\u2019s image, then we need a different list, such as Perrin\u2019s, to shape these souls accordingly.\u00a0<\/p>\n\n\n\n

    Second, and related, Perrin offers a compelling vision for learning, whereas Lemov only offers pragmatic motivation. From the very beginning, Perrin is clear that the goal of all education is wisdom and virtue. He writes<\/a>, \u201cBy employing the following principles, teachers will naturally cultivate virtues of love, humility, fortitude,\u00a0 diligence, constancy and temperance in the lives of their students.\u201d In contrast, Lemov\u2019s focus continues to be college and career readiness. While his preface does indicate a vision for cultivating an equitable and just society, within the D.E.I. stream of thinking, you can tell he is wrestling with the merits of this ideology, and ultimately fails to move beyond a myopic focus on the pragmatic benefits of education.<\/p>\n\n\n\n

    Finally, Perrin honors the situatedness of students in time <\/em>and not merely space. He does so by recognizing the value of carrying on the rich tradition of goodness, truth, and beauty from the past into the future. His emphasis on great books, contemplation, poetry, and liturgy remind us that education possesses a broader cultural and civilizational significance, and therefore, responsibility. While both Lemov and Perrin rightly emphasize the paradox that humans both exist as individuals and members in communities, Lemov fails to address that we exist in communities of both space and time<\/em>. A central goal of education includes honoring one’s intellectual, cultural, and religious heritage, and passing on the torch of this heritage to future generations.<\/p>\n\n\n\n

    Conclusion<\/h2>\n\n\n\n

    In sum, there are benefits to both the mental model that Lemov proposes and Perrin\u2019s list of pedagogical principles. Where Lemov falls short is where modern education usually does: failing to grasp the full-orbed nature of a human being and the implications this places on educators. Insights from cognitive psychology and the latest learning science will continue to improve the learning that goes on in our classrooms, and classical educators do well to implement these strategies in the classroom. <\/p>\n\n\n\n

    But we must not lose sight of the deeper and fuller reality of what it means to be human: that our students are made in God\u2019s image, that they are embodied souls, that there is a moral universe to navigate as well as a physical one, and ultimately, that there is a God who intentionally designed and commissioned the human race to cultivate His goodness, truth, and beauty in the world. Through the incarnation of the Son of God, we are reminded that humanity is indeed special and unique in God\u2019s sight, that our embodiedness is indeed good, and that through Christ, our fallenness can be redeemed for His purposes, including in the classroom.<\/p>\n\n\n\n

    Did you enjoy this article? <\/h2>\n\n\n\n

    Sign up<\/a> for our weekly newsletter today. You can also take advantage of these great resources to learn more:<\/p>\n\n\n\n

    \"\"<\/a><\/figure>\n\n\n\n
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    One interesting addition to Doug Lemov\u2019s Teach Like a Champion series in his third edition (Teach Like a Champion 3.0) is his notion of a mental model. He introduces the idea like this: \u201cIn a typical lesson you decide, often quickly. Then you decide, decide, and decide again. You are a batter facing a hundred 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Atchison","author_link":"https:\/\/educationalrenaissance.com\/author\/kolbyatchison\/"},"uagb_comment_info":0,"uagb_excerpt":"One interesting addition to Doug Lemov\u2019s Teach Like a Champion series in his third edition (Teach Like a Champion 3.0) is his notion of a mental model. 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In the supervisor-driven approach, the principal or dean is the primary driver for teacher development. The principal sets the goals, schedules observations, provides feedback, and identifies future growth areas. 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What is its draw? What drives us to learn and pursue knowledge about God, the world, and ourselves? Most educators agree that pursuing knowledge is a primary goal of education. But views diverge soon after, specifically when questions about the purpose of knowledge emerge\u2026","rel":"","context":"In "History of Education"","block_context":{"text":"History of Education","link":"https:\/\/educationalrenaissance.com\/category\/history-of-education\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/05\/child-in-woods-scaled.jpeg?fit=1200%2C800&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/05\/child-in-woods-scaled.jpeg?fit=1200%2C800&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/05\/child-in-woods-scaled.jpeg?fit=1200%2C800&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/05\/child-in-woods-scaled.jpeg?fit=1200%2C800&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/05\/child-in-woods-scaled.jpeg?fit=1200%2C800&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":1488,"url":"https:\/\/educationalrenaissance.com\/2020\/08\/22\/work-toil-and-the-quest-for-academic-rigor\/","url_meta":{"origin":4396,"position":4},"title":"Work, Toil, and the Quest for Academic Rigor","author":"Kolby Atchison","date":"August 22, 2020","format":false,"excerpt":"American educational culture is obsessed with the idea of academic rigor. 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