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Checking for Understanding: Are You With Me So Far?
Content/Language Objective TWBAT orally explain what Checks For Understanding are and describe their importance as they relate to effective teaching and learning practices in the classroom using language from the LEAP Framework for Effective Teaching and by: a) Group work and discussion b) Video model
By the end of this session, you will: • Deepen your understanding of what “Checking for Understanding” is, why it is important, and how to structure it • Be able to connect indicators from Framework for Effective Teaching to effective classroom practice • Increase your knowledge of classroom structure and student engagement strategies that support checks for understanding
Our Agenda: • Introduction • Why it’s important • Connecting CFU to the Framework • Overview • Video and Debrief • “Get One – Give One” • Modeling Strategies • Closure
Poll Everywhere Grab your cell phone and text the level of your background knowledge.
Compelling Reason • Task: “Think – Pair – Share” • Read the quote on the next page • Think about it’s implications for students and their instruction • Working with your shoulder partner discuss your opinion
"In research conducted on closing the achievement gap between racial and ethnic groups, studies found that almost half of African American and Latino students indicate that they understand the lesson about half the time, or less. The same is true for between one-quarter and one-third of Asian American and white students. African American and Latino students also reported less understanding of the processes being taught and less comprehension of assigned reading materials.“ Newsletter on Minority Student Achievement Network (2003)
Four Corners: Voting with Your Feet If you had to choose one word which best defines for you the biggest impact on check for understanding it would be: • varied • frequent • adjust • accountability In your group, discuss your rationale.
Why are Checks for Understanding important? “Four Square” strategy allows students to: • See multiple opinions and connections between answers • Retell or share information on the subject to others • Synthesize information in a different format
Highlighting Key Words Activity Using the handout for the indicator I.5 Checks for Understanding from the Framework: • Individually highlight key words in the effective column for both teachers and students • Guided Practice • Discuss with a shoulder partner • Large group discussion What themes emerge?
In Checks for Understanding The teacher… • Uses a variety of questioning strategies to see if students “get it” • Makes decisions about the pace of the lesson Should I move forward? Do I need to back up? This is followed by correction and re-teaching if needed.
Checking for Understanding: What Teachers do/say And they re-teach content and skills to students who are not demonstrating progress towards mastering the content/language objective: • Individual • Small groups • Whole group • Peer teaching
Checking for Understanding: What Students do/say Students demonstrate understanding when they: • Review and clarify • Explain - what and why • Are cognitively engaged • Explain the topic and the skill
Common Errors Teachers make During Checks For Understanding • Saying “OK” • Assuming students understand • Questions anyone? • “I caught you”
Let’s Observe We’re going to watch a video that shows several teachers using the Check for Understanding Cycle in their classrooms. • Think about which strategies would work well to check for your students’ understanding. Be ready to share your thinking. http://www.rbteach.com/rbteach2/Flash/VideoPlayer/Streamer/Checking/checking_video.asp
After Observing • Take a few minutes to share your observations with a shoulder partner (Think-Pair-Share). • Identify two or three strategies that you would like to try in your classroom.
Specific Strategies for Checks For Understanding • Let’s consider some specific strategies you can use in your class easily. • Refer to the Handout: “Active Student Response Strategies” • Review the strategies and put a check beside the ones that might be used to check for understanding.
Strategies are like spices ….you have to know how and when to use them!
Specific Strategies for Checks for Understanding • So, how do we decide when and how to use specific strategies? • Select one of the strategies that you checked on the handout, “Active Student Response Strategies” • Record the strategy on the Give One – Get One form and list a “pro” and a “con” for the strategy.
Give One, Get One • Walk around the room to gather information on the strategies. • GIVE ONE: Share your strategy and the pro and con for the strategy. That person adds your strategy and pro and con for it in the appropriate space. • GET ONE: The other person shares a strategy and pro and con which you record on your form. • Fill in as many of the spaces as you can in the time allowed.
Guided Practice Let’s practice some “nuts and bolts” strategies as examples of check for understanding tactics discuss: • How they align to the framework indicators? • How they serve students?
Mini White Boards • Pose a question • Give ‘wait time’ • Students hold up their answers
Alignment: LEAP Indicator • Questions require most students to formulate responsesand be accountable for the learning
E.P.R (every pupil respond): Showdown • Work in groups of 3-4 teachers • One person pulls a question from the envelope • Each person takes a minute to answer the question on the “white board” • One person says showdown and members of the group show their answers • Compare answers. All members must be correct before you can move on to the next question • Repeat until all questions are completed.
Talk a Mile a MinuteVocabulary Strategy • Stand face-to-face with a different partner this time • One of you faces the opposite direction from the screen. • You have one minute to “Talk-a-Mile-a-Minute” so your partner can correctly identify the vocabulary words.
LEAP Academic Language Peer ObserverCommon Core StandardsDifferentiationFeedbackPilot
More LEAP Academic Vocabulary High Impact Instructional MovesEvidenceReflectionTeacher PortalAcademic Language
Pulling It All Together Think -Pair –Share • What do I do well to check for understanding in my classes? • What challenges do I face in checking for understanding?
Closure: Connecting Back to the Framework Think: • Pick a strategy from the “Active Student Response Strategies” and be prepared to share how it connects to the Framework for Effective Teaching • I selected the ________________ strategy and it connects to the framework by ________________. • Whole group share
Poll Everywhere • Grab your cell phone and text the level of your understanding now that our presentation has concluded.