Session
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Teachers will evaluate the frequency and effectiveness of their own checking for understanding practices and commit to revisions where needed.
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Reflect on Checking for Understanding
When is teacher talk too much talk?
When in the lesson should we check for understanding?
When in the lesson should we check for understanding?
- It should be more often than just the instruction part of the lesson.
- Consider when to engage in CFU:
- when you give a set of instructions.
- when you develop concept.
- when you model skills with teacher think-alouds.
- when students are working with groups
- when students are working independently
Sharing Our Best Practices!
Wait Time/Think Time
Make sure that you provide students with plenty of time to think about an answer.
When you pose a question, ask students to think about it. Provide a minimum of 5 to 7 seconds. More time needed for higher level questions.
When you pose a question, ask students to think about it. Provide a minimum of 5 to 7 seconds. More time needed for higher level questions.
Random Call
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Hand Rubrics
(replace “how many of you…” questions with full-class response)
Create a protocol for response: a verbal cue and an expectation for how/where students will hold fingers.
Using hand rubrics cultivates a positive climate:
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Exit Slips
Ask higher-order questions and/or questions reflective of objective
- Allow time for writing response
- Provide feedback
- Respond to the students’ ideas soon but not necessarily in writing; possible response strategy:
- Read and organize responses by correctness or creativity in under five minutes.
- The next day acknowledge their effort and address trends in student weakness, excellence where observed, and any adjustments in instruction made to meet student needs.
- Possibly select one or two to read to the class.
As long as the verbal response is immediate and specific, it is enough to build student motivation and foster relationships. Students know we’re reading their ideas; we are listening.
Use exit slips to do any of the following:
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White Boards
Considerations
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Ideas
Easy to make using sheet protectors and cardstock.
- Alternate direct instruction with whiteboard practice throughout a lesson (teach > practice > teach > practice)
- Great for prewriting! (before a summary for example)
- Use as answer space when using question stems
- Students use a number scale to rate understanding of concept
- Simple, five word summaries
Easy to make using sheet protectors and cardstock.
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When kids struggle to meet these standards, provide feedback and ask students to repeat their answers to meet the standards.
More Resources and Ideas for CFUs
- Edutopia - Dipsticks: Efficient Ways to Check for Understanding
- Edutopia - 53 Ways to Check for Understanding
- Poll Everywhere
- Socrative
- EDpuzzle
- Kahoot
- An embedable randomizer for your Weebly website
- Nearpod - pay site
- Peardeck - pay site
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Unattributed images are either public domain or created by Stacey Cool.