Checking for Understanding

1. Checking for Understanding Continuous Checking for Understanding (CFU) implemented properly is the backbone of effective instruction.

2. Checking for Understanding The EDI definition for CFU –The teacher continually verifying that students are learning what is being taught while is being taught

3. Checking for Understanding CFU confirms that students are learning or it uncovers confusion that can be addressed right away during the lesson.

4. Checking for Understanding You simply stop and ask questions of your students every few minutes to make sure they understand what you just taught them.

5. Why is CFU important? 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.

6. Why is CFU important? The power of CFU is the real-time information it provides you for making instructional decisions during the lesson.

7. Why is CFU important? The ability of your students to successfully answer CFU questions determines the pace of the lesson.

8. Why is CFU important? It guarantees high student success because you provide additional examples and reteaching in direct response to your students’ ability to answer your questions.

9. Why is CFU important? 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.

10. Why is CFU important? CFU improves classroom dynamics. CFU questions break up lectures, making the classroom more interactive.

11. When do you check for understanding? You check for understanding all the time.

12. When do you check for understanding? CFU rule- check every 3 minutes. This will allow to continually monitor student learning, uncovering possible confusion throughout the lesson.

13. What it looks like… The question must be presented to the entire class

14. What it looks like… You must provide some wait time before selecting a student to respond

15. What it looks like… Always call on random non-volunteers. If you call on volunteers you will get the false impression that everyone is learning.

16. T.A.P.P.L.EDeconstructing it! T=Teach First Ensure that whatever you are going to address in any lesson and what you expect your students to know that you teach it first!

17. T.A.P.P.L.EDeconstructing it! A=Ask a Question After teaching the concept, word, strategy, ask a question.

18. T.A.P.P.L.EDeconstructing it! P=Pause 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.

19. T.A.P.P.L.EDeconstructing it! P=Pick a non-volunteer You should then use go around sticks, or any other method that works for you.

20. T.A.P.P.L.EDeconstructing it! L-Listen to the Response You should listen to the response so that you can…

21. T.A.P.P.L.EDeconstructing it! E=Effective Feedback …provide effective feedback through elaboration, echo, explain

22. What if you ask before you teach? 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.

23. Why do it? When you CFU, your students can answer correctly because they are applying the information you just taught them.

24. Why do it? 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.

25. Why do it? Always ask specific questions about what you are teaching. Do not ask students if they understand. Ask specific questions about what they are learning

26. Why do it? Always ask the question first and then pause before selecting a student to respond.

27. Why do it? While they are waiting, students don’t know who will be called upon so they are more engaged in mentally preparing for the answer.