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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

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Checking for understanding

Checking for Understanding

NUCC Elementary Summer Institute

August 5-6, 2014

Presented by Suzanne Cottrell

Norms for our work together
Norms for our work together

  • Equity of voice

  • Quiet signal

  • Minimize side conversations

  • Cell phones set to stun

  • Collaborate

  • Cultivate

  • Innovate

  • Motivate

  • Participate

Checking for understanding

  • Fosters good teaching

  • Fosters metacognition

  • Encourages looking for multiple representations of knowledge

  • Deepens assessment

  • Is aligned with best practice

Checking for understanding

  • 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
How Often?

  • At least once every 15 minutes

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

For whom
For whom?

  • Students

    • checking for understanding can improve learning

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

For whom1
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

Checking for understanding

  • 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…”

Checking for understanding

  • Nonverbal cues from students

    • Throwing hands in the air

    • Boredom

    • Puzzled looks

    • Harried

    • Confused

Checking for understanding

  • 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

Checking for understanding

  • 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…

Checking for understanding

  • 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?

Checking for understanding

  • 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 _____?

Checking for understanding

  • Response Cards

  • Hand Signals

Checking for understanding

  • 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?

Checking for understanding

  • 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
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

Checking for understanding

  • 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

Checking for understanding

  • Initiate-Respond-Evaluate

    • the teacher asks a question

    • specific students are called on to answer the question

    • the teacher evaluates the response

Checking for understanding

  • 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 my team on board
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
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?