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THE COLLEGE-READY PROMISE TEACHER TRAINING MODULE CHECKING FOR STUDENT UNDERSTANDING Indicators 1.5B, 3.4A. Overview. Rationale and Purpose TCRP Rubric Defining Teacher and Student Actions Example Strategies Incorporating into Lesson Plans Adjusting Instruction. Rationale.

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THE COLLEGE-READY PROMISE TEACHER TRAINING MODULE

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The college ready promise teacher training module

THE COLLEGE-READY PROMISETEACHER TRAINING MODULE

CHECKING FOR STUDENT UNDERSTANDINGIndicators 1.5B, 3.4A


Overview

Overview

Rationale and Purpose

TCRP Rubric

Defining Teacher and Student Actions

Example Strategies

Incorporating into Lesson Plans

Adjusting Instruction


Rationale

Rationale

Checking for students’ understanding

  • Engages students

  • Provides real-time data on student understanding

  • Allows the teacher to determine effectiveness of lesson/instructions

  • Allows the teacher to adjust instruction


Purpose

Purpose

  • To assess students’ prior understanding

  • To gauge students’ understanding of concepts during a lesson

  • To determine whether students understand procedures

  • To assess students prior to guided practice or independent practice

  • To delve deeper into students’ understandings and misconceptions


The college ready promise teacher training module

Types of Assessments and their

Effect on Student Achievement

High Stakes/Public Perception

Checking for Understanding

Benchmark Assessments

Final Exams

Exit Slips

Unit Tests

Quizzes

CST

Frequency/Effect on Student Achievement


Teaching standard rubric levels

Teaching Standard Rubric Levels

1.5 B) Progression of Assessments


Teaching standard rubric levels1

TeachingStandard Rubric Levels

3.4 A) Checking for understanding and adjusting instruction:

suggest

adjustments

in the

instruction

to meet

their needs.


Defining teacher and student actions

Defining Teacher and Student Actions

  • Teacher question is phrased with several options, i.e.

    • Multiple choice

    • Agree/Disagree

    • True/False

  • All students respond and provide teacher with feedback

  • Teacher should check for student understanding at least once every 15 minutes

  • Teacher utilizes student responses to:

    • Probe reasons for student responses

    • Determine next steps for instruction


Checking for understanding

Checking for Understanding

How can teachers effectively increase students’ understanding?

By using different

techniques of oral language

By using quizzes and tests

By using different types of questioning techniques

By using a variety of writing assessments

Accountable talk

Value lineups

Retellings

Think-pair-share

Misconception analysis

Whip around

Multiple choice

Short answer

True or False

Essay

Response cards

Hand signals

ElectronicResponse

Systems

ReQuest

Socratic seminar

Interactive writing

Read-write-pair-share

Summary writing


Using oral language

Using Oral Language

Accountable Talk

Students are taught how to be accountable with each other (staying on task,

using accurate and appropriate information for the topic, and thinking deeply

about what their partner says) to forward the conversation and deepen their

understanding of the topic at hand. One way to teach accountable talk is through

reciprocal teaching.

Value Lineups

Students develop in-depth knowledge by enabling them to explore core

concepts and understanding problems by first analyzing their beliefs and then

listening to positions held by others. (See depth and complexity.)

Retellings

Students process large segments of text, think about the sequence of ideas

or events and their importance, and then have students orally summarize

what they understand. Teacher should take notes as students retell.


Using oral language1

Using Oral Language

Think-Pair-Share

Students discuss their responses with a partner before sharing out with the whole

class. Partners can also pair up with another set of partners to discuss in a quad

before sharing out with the class.

Misconception Analysis

Students have an opportunity to discuss, often in small groups, misunderstandings

they have about the topic at hand. Teacher should circulate and take notes on what

the students are saying.

Whip Around

Students make a list of at least three items in response to a question; every student

then stands up and as one student calls out the answer, other students cross that

item off their list. When all items are crossed off their list, that student may sit.


The college ready promise teacher training module

Practice: Whip Around

What is the purpose or the rationale of Checking for Understanding?

Write 3 answers to the question.

Purpose

To assess students’ prior understanding

To gauge students’ understanding of concepts during a lesson

To determine whether students understand procedures

To assess students prior to guided practice or independent practice

To delve deeper into students’ understandings and misconceptions

Rationale

Checking for students’ understanding:

Engages students

Provides real-time data on student understanding

Allows the teacher to determine effectiveness of lesson/instructions

Allows the teacher to adjust instruction


Using questioning techniques

Using Questioning Techniques

Response Cards

Index cards, signs, dry erase boards, magnetic boards, or other items are

simultaneously held up by all students in class to indicate their responses to a

question or problem.

Hand Signals

Thumbs up, thumbs sideways, and thumbs down to indicate understanding,

confusion, or a misunderstanding.

Electronic Response System

Electronic clickers can display multiple-choice responses in chart form so students and

teacher get immediate feedback on each problem.

Socratic Seminar

A group of learners engages in conversation and a series of questions.

Reciprocal Questioning (ReQuest)

See next two slides.


The college ready promise teacher training module

Using Questioning Techniques

Reciprocal Questioning (ReQuest)

Students take on the role of the teacher by formulating their own list of questions about a reading selection. The teacher then answers the students' questions. This exercise assists reading comprehension at two levels. Students deeply analyze the reading selection to extract their "teacher" questions. The teacher, in turn, reinforces learning by answering the questions and, if necessary, helping students to refine their work into more focused questions.

Procedure:

Divide the class into small groups and provide each group with a reading

selection.

2. Explain the ReQuest process: students read a selection and develop

discussion questions directed toward the teacher. Students should be

familiar with the Bloom’s question stems.

continued


The college ready promise teacher training module

Using Questioning Techniques

Reciprocal Questioning Procedure (continued)

3. Allow time for students to read their selections independently and to

write their own list of potential questions.

4. Have the groups combine and revise the team members' questions into

a final form.

5. During the class discussion, a spokesperson for each group asks the

questions to the teacher. The teacher answers the questions to

reinforce learning.

6. In a post-exercise discussion, ask students to identify strategies they

used in writing and refining questions.


The college ready promise teacher training module

Reciprocal Questioning

Read the TCRP rubric descriptors of practice for Standard 3.4,

Indicator A. Follow the procedure for ReQuest.

3.4A Checking for Understanding


Using writing

Using Writing

Interactive Writing

Students share the pen or dry erase marker with the teacher in whole

or small groups.

Read-Write-Pair-Share

Students read the material, write in response to the information, engage in a partner

conversation about they’ve read and written, and then share their ideas with the whole

class.

Quick Write-Pair-Share

Several times throughout the lesson, students are given 1 minute (or 2 minutes) to

write about what they’ve learned. They then engage in a partner conversation about

what they’ve written, and then share their ideas with the whole class.

Summary Writing

Students write a summary about what they have read, viewed, done, or learned. Could be used as an exit slip or as a Do Now.


The college ready promise teacher training module

Practice: Quick Write-Pair-Share

Take one minute to write about what you’ve learned

so far in this presentation.

When the time is up, share your writing with a partner or a small group.


Using quizzes

Using Quizzes

Multiple Choice

Gauges students’ understanding fairly quickly.

Short Answer

Measures if students can accurately recall specific information. Can also be used

to measure higher cognitions.

True or False

Determine if students understand the correctness of statements of fact, if they

agree with opinions, if they can define terms, or if they understand a principle.

Essays

Requires students to consolidate their understanding of a topic, organize their

thinking, and present it by providing an opportunity for students to synthesize or

evaluate information.


The college ready promise teacher training module

Practice: Multiple Choice and Short Answer

In indicator 3.4A, at a level 2 practice the teacher uses ______________

techniques to accurately check for students’ understanding.

Frequent

Varied

Limited

The four categories of checking for understanding are writing, questioning, quizzes and ______________________.

Response cards

Oral language

Quick Write


The college ready promise teacher training module

Practice: Multiple Choice and Short Answer

Teachers should check for understanding at least every ____ minutes.

15

30

Only as needed

The type of assessment that has the most direct effect on student achievement is _______________________________.

checking for understanding


Incorporating into lesson plans

Incorporating into Lesson Plans

  • Identify which strategies fit your style

  • Determine when during the lesson the checks should be included

  • Write out the questions to ask students

  • Over time, as you become comfortable with using them, the need to plan out your strategies in detail will decrease.


Sample plan

Sample Plan

Checking for Understanding

oral language

quizzes

questioning techniques

writing

After I present the Powerpoint and have given students the information about the topic, I will have them do a WHIP AROUND

Before students exit the class, they will answer 5 MULTIPLE CHOICE questions.

When students are finished with their group work, I will have them WRITE A SUMMARY of what they learned. Students will share their summary in a pair-share.

Before students begin their group work, I will ask questions and students will hold up their RESPONSE CARDS


Adjusting instruction

Adjusting Instruction

Plan your checks at strategic points in your lesson, so if you

need to re-teach a few students, the remainder of the class

can continue independent or group work.

Anticipate that not all students will demonstrate understanding.

Budget time in your lesson plan to accommodate re-teaching.


Adjusting instruction1

Adjusting Instruction

If only a few students don’t understand, immediately bring

them forward for re-teaching. Have at least two more

strategies to use. Try teaching with different modalities.


Adjusting instruction2

Adjusting Instruction

If half the class doesn’t understand, try having students

who do understand explain it in their own words. If that

doesn’t work, allow the proficient students to continue their

work and you re-teach the students who still need it. Have

at least two more strategies to use. Try teaching to different

modalities.


Adjusting instruction3

Adjusting Instruction

If most of the class doesn’t understand, group the students

by readiness or common misunderstandings and assign the

few students who do understand to re-teach a group. You

work with the most intensive learners. As students show

understanding, they can continue with their independent work.

Eventually you will have only a few students to call up for

further re-teaching. Have several strategies ready, including

teaching to the students’ learning modalities or to Garner’s

multiple intelligences.


Sample plan1

Sample Plan

Sample Plan

Checking for Understanding

Checking for Understanding

oral language

oral language

quizzes

questioning techniques

writing

After I present the Powerpoint and have given students the information about the topic, I will have them do a WHIP AROUND

Before students exit the class, they will answer 5 MULTIPLE CHOICE questions.

When students are finished with their group work, I will have them WRITE A SUMMARY of what they learned. Students will share their summary in a pair-share.

Before students begin their group work, I will ask questions and students will hold up their RESPONSE CARDS


Evaluation

Evaluation

What do I still need to know?

What did I learn?

How could this module be

improved?

What did I learn that I will

use tomorrow?


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