Checking for understanding
Sponsored Links
This presentation is the property of its rightful owner.
1 / 24

Checking for Understanding PowerPoint PPT Presentation


  • 348 Views
  • Uploaded on
  • Presentation posted in: General

Checking for Understanding. NUCC Elementary Summer Institute August 5-6, 2014 Presented by Suzanne Cottrell. Who is in the room?. Norms for our work together. Equity of voice Quiet signal Minimize side conversations Cell phones set to stun. Collaborate Cultivate Innovate Motivate

Download Presentation

Checking for Understanding

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Checking for Understanding

NUCC Elementary Summer Institute

August 5-6, 2014

Presented by Suzanne Cottrell


Who is in the room?


Norms for our work together

  • Equity of voice

  • Quiet signal

  • Minimize side conversations

  • Cell phones set to stun

  • Collaborate

  • Cultivate

  • Innovate

  • Motivate

  • Participate


Do you get it?


Why?

  • Fosters good teaching

  • Fosters metacognition

  • Encourages looking for multiple representations of knowledge

  • Deepens assessment

  • Is aligned with best practice


Why?

  • Formative assessment/checking for understanding should

    • align with enduring understandings

    • allow for differentiation

    • focus on gap analysis

    • improve instructional methods

    • allow for students to monitor their own practice


How Often?

  • At least once every 15 minutes

  • Every two to three minutes when you become comfortable with it


For whom?

  • Students

    • checking for understanding can improve learning

    • students become increasingly aware of how to monitor their own learning


For whom?

  • Teachers

    • checking for understanding can provide you with opportunities to correct misconceptions

    • checking for understanding can improve instruction

    • teachers become increasingly aware of how to monitor student learning, reteach when needed, move forward when students have gotten it


How?

  • Oral questioning strategies

    • Press for clarification and explanation: “could you describe what you mean?”

    • Require justification of proposals and challenges: “where did you find that information?”

    • Recognize and challenge misconceptions: “i don’t agree because…”

    • Demand evidence for claims and arguments: “can you give me an example?”

    • Interpret and use each other’s statements: “david suggested…”


How?

  • Nonverbal cues from students

    • Throwing hands in the air

    • Boredom

    • Puzzled looks

    • Harried

    • Confused


How?

  • Think-Pair-Share

    • Think

      • Engage students with a question, prompt, reading, visual, or observation

      • Students should take a few minutes—not seconds—to think

    • Pair

      • Use designated partners

      • Compare thoughts and identify responses they think are best, most intriguing, most convincing, or most unique

    • Share

      • After students talk in pairs for a few moments, teacher asks pairs to share their thinking with the rest of the class


How?

  • Use Bloom’s Taxonomy at all levels

    • Knowledge

      • Where is…, Who was…, Point to the…, When did…

    • Comprehension

      • Tell me in your own words…, Give me an example of…, Describe what…

    • Application

      • What would happen to you if…, How would you solve the problem…, In the library, find information about…


How?

  • Use Bloom’s Taxonomy at all levels

    • Analysis

      • What other ways could…, What things are similar/different?, What things would you have used…, What kind of person is…

    • Synthesis

      • What would it be like if…, Design a…, Pretend you are a…, Tell/write a different ending…

    • Evaluation

      • Select the best…Why is it the best?, Why do you think that?, Would you recommend…Why or why not?


How?

  • Other questions stems

    • What are the characteristics/parts of _____?

    • In what other ways might we show/illustrate _____?

    • How does _____ relate to _____?

    • What are you assuming about _____?

    • What evidence supports _____?

    • What approach/strategy could you use to _____?


How?

  • Response Cards

  • Hand Signals


How?

  • Oral language

    • To speak in highly effective ways requires practice and attention

    • Teachers should stimulate thought in their students

    • Who is doing the most talking?


How?

  • Writing for learning

    • Writing clarifies thinking—writing is thinking

    • Writing to demonstrate learning

    • Low stakes writing

  • Summary writing

    • Provides you with insight into how learners condense information

    • The act of summarizing new knowledge in written form can lead to higher levels of understanding


Why Write?

  • Low stakes and for all content areas

    • Make assignments short and able to be completed and graded quickly

    • Collect assignments but don’t grade them formally; if you comment, comment on content rather than sentence errors

    • Don’t read and comment on everything


STOP!

  • Questioning NO-NOs

    • Any questions?, Did you all get that?, Everybody understand?, Does that make sense?

  • What does the learner do when these types of questions are asked?

  • Students aren’t always self-regulated learners—they may not be aware of what they do or do not understand—they may think they get it when they really don’t


STOP!

  • Initiate-Respond-Evaluate

    • the teacher asks a question

    • specific students are called on to answer the question

    • the teacher evaluates the response


STOP!

  • Using writing as a classroom management strategy

    • think Bart Simpson writing on the chalkboard

  • When a teacher asks a student to write an explanation about why he/she was late or why homework was not completed, writing is neither fun nor does it require thinking


How can I get myteam on board?

  • PLCs or data team meetings

  • Pacing guides and curriculum maps

  • Common assessments

  • Reteaching and intervention groups


What have I learned?

  • Think-Write-Pair-Share

    • Two benefits for me—the teacher

    • Two benefits for students—the learners

    • What about metacognition?

    • How will my practice change?

    • How does checking for understanding help us link instruction and assessment in meaningful ways?


  • Login