Technique # 27: Vegas

          Intrinsic motivation is an ongoing struggle for many students, which in turn means teachers have to work harder to foster the want to learn.  Doug Lemov has one way to do this by adding a little pizazz to review.  Technique # 27 of Teach Like a Champion entitled Vegas (pp. 141-143) adds excitement to definitions and review through rhythm and song, so students look forward to mini-lessons as well as concept review, and are eager to participate.   Lemov is quick to point out, “Vegas isn’t sparkle for sparkles sake…it’s upbeat but often short and sweet, on-point, and when it’s done it’s done.” That means that a Vegas style review should only up to a minute, be orchestrated, and have a signal for when the activity stops and the students regain quiet focus on the teacher. If it is a song with moves, then the entire class is performing it in unison, which stops with a hand signal or auditory clue.  100 percent of class participation must be given, or the activity stops.  If students are singing off key or using the moment to fool around, it is important for the teacher to regain control of the class before the class turns their attention to their peer misbehaving.  The teacher should stop the students, instruct them again about what they should be doing, and then try the activity again. 

Technique #27: Vegas in Action 

Wanting my Kindergarteners to build intrinsic motivation toward learning, I chose to utilize the Vegas technique. Each key concept in math, writing, and reading has been given a rhyme and a movement.  Students are taught the motions and words for the sequence whole group, then turn to a partner and mirror the sequence with them.  For example, in reading students practice the retelling framework of characters, setting, first, next, then, and last using the motions of pointing to themselves, paralleling their hands with the floor, then miming a ladder for each transition word, making their voice louder with each rung.  A key part to Vegas’ success is students following a cue to stop the sequence, otherwise this engagement technique undermines classroom management.  For my class, I chose to ring a bell to signify that they must stop, turn back towards me, and wait quietly.  It took a few practice tries over the span of two days, but eventually they got the hang of stopping on cue.  The bell was already a management technique in place during turn and talks, so it was a matter of carrying over the behavior to anytime they were turned away from me sharing with a partner.