Checking for Understanding. Continuous Checking for Understanding (CFU) implemented properly is the backbone of effective instruction. Checking for Understanding. The EDI definition for CFU –The teacher continually verifying that students are learning what is being taught while is being taught.
Continuous Checking for Understanding (CFU) implemented properly is the backbone of effective instruction.
The EDI definition for CFU –The teacher continually verifying that students are learning what is being taught while is being taught
CFU confirms that students are learning or it uncovers confusion that can be addressed right away during the lesson.
You simply stop and ask questions of your students every few minutes to make sure they understand what you just taught them.
If you look at the independent practice, homework, quizzes or state tests to measure if your students are learning, it’s too late to modify instruction.
The power of CFU is the real-time information it provides you for making instructional decisions during the lesson.
The ability of your students to successfully answer CFU questions determines the pace of the lesson.
It guarantees high student success because you provide additional examples and reteaching in direct response to your students’ ability to answer your questions.
Allows you to confirm that your students know how to do the homework before being asked to do it. Practice does not make perfect, it makes permanent.
CFU improves classroom dynamics. CFU questions break up lectures, making the classroom more interactive.
You check for understanding all the time.
CFU rule- check every 3 minutes. This will allow to continually monitor student learning, uncovering possible confusion throughout the lesson.
The question must be presented to the entire class
You must provide some wait time before selecting a student to respond
Always call on random non-volunteers. If you call on volunteers you will get the false impression that everyone is learning.
Ensure that whatever you are going to address in any lesson and what you expect your students to know that you teach it first!
A=Ask a Question
After teaching the concept, word, strategy, ask a question.
You should allow think time after you ask a question. This will allow your students to process the information and process the question. Pair sharing works well here! Also, Ensure that you allow for ample think time for your EL students.
P=Pick a non-volunteer
You should then use go around sticks, or any other method that works for you.
L-Listen to the Response
You should listen to the response so that you can…
…provide effective feedback through elaboration, echo, explain
When you ask questions before you teach, you are not really measuring the effectiveness of your teaching instead you are assessing the existing background knowledge of your students.
When you CFU, your students can answer correctly because they are applying the information you just taught them.
When you ask students CFU questions, you already know what they are going to say because you have carefully and skillfully laid the groundwork for all of them to be successful.
Always ask specific questions about what you are teaching. Do not ask students if they understand. Ask specific questions about what they are learning
Always ask the question first and then pause before selecting a student to respond.
While they are waiting, students don’t know who will be called upon so they are more engaged in mentally preparing for the answer.