Checking for Understanding

Checking for UnderstandingNUCC Elementary Summer InstituteAugust 5-6, 2014

Presented by Suzanne Cottrell1Who is in the room?

2Norms for our work togetherEquity of voiceQuiet signalMinimize side conversationsCell phones set to stunCollaborateCultivateInnovateMotivateParticipate

Equity of voiceQuiet signalMinimize side conversationsCell phones set to stunCollaborateCultivateInnovateMotivateParticipate

3Do you get it?

Checking for Understanding4Why?Fosters good teachingFosters metacognitionEncourages looking for multiple representations of knowledgeDeepens assessmentIs aligned with best practice

Checking for UnderstandingFosters good teachingFosters metacognitionEncourages looking for multiple representations of knowledgeDeepens assessmentIs aligned with best practice

5Why?Formative assessment/checking for understanding shouldalign with enduring understandingsallow for differentiationfocus on gap analysisimprove instructional methodsallow for students to monitor their own practice

Checking for UnderstandingFormative assessment/checking for understanding shouldalign with enduring understandingsallow for differentiationfocus on gap analysisimprove instructional methodsallow for students to monitor their own practice

6How Often?At least once every 15 minutesEvery two to three minutes when you become comfortable with it

Checking for UnderstandingAt least once every 15 minutesEvery two to three minutes when you become comfortable with it

7For whom?Studentschecking for understanding can improve learningstudents become increasingly aware of how to monitor their own learning

Checking for UnderstandingStudentschecking for understanding can improve learningstudents become increasingly aware of how to monitor their own learning

8For whom?Teacherschecking for understanding can provide you with opportunities to correct misconceptionschecking for understanding can improve instructionteachers become increasingly aware of how to monitor student learning, reteach when needed, move forward when students have gotten it

Checking for UnderstandingTeacherschecking for understanding can provide you with opportunities to correct misconceptionschecking for understanding can improve instructionteachers become increasingly aware of how to monitor student learning, reteach when needed, move forward when students have gotten it

9How?Oral questioning strategiesPress 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 dont agree becauseDemand evidence for claims and arguments: can you give me an example?Interpret and use each others statements: david suggestedChecking for UnderstandingOral questioning strategiesPress 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 dont agree becauseDemand evidence for claims and arguments: can you give me an example?Interpret and use each others statements: david suggested

10How?Nonverbal cues from studentsThrowing hands in the airBoredomPuzzled looksHarriedConfused

Checking for UnderstandingNonverbal cues from studentsThrowing hands in the airBoredomPuzzled looksHarriedConfused

11How?Think-Pair-ShareThinkEngage students with a question, prompt, reading, visual, or observationStudents should take a few minutesnot secondsto thinkPairUse designated partnersCompare thoughts and identify responses they think are best, most intriguing, most convincing, or most uniqueShareAfter students talk in pairs for a few moments, teacher asks pairs to share their thinking with the rest of the class

Checking for UnderstandingThink-Pair-ShareThinkEngage students with a question, prompt, reading, visual, or observationStudents should take a few minutesnot secondsto thinkPairUse designated partnersCompare thoughts and identify responses they think are best, most intriguing, most convincing, or most uniqueShareAfter students talk in pairs for a few moments, teacher asks pairs to share their thinking with the rest of the class

12How?Use Blooms Taxonomy at all levelsKnowledgeWhere is, Who was, Point to the, When didComprehensionTell me in your own words, Give me an example of, Describe whatApplicationWhat would happen to you if, How would you solve the problem, In the library, find information aboutChecking for UnderstandingUse Blooms Taxonomy at all levelsKnowledgeWhere is, Who was, Point to the, When didComprehensionTell me in your own words, Give me an example of, Describe whatApplicationWhat would happen to you if, How would you solve the problem, In the library, find information about

13How?Use Blooms Taxonomy at all levelsAnalysisWhat other ways could, What things are similar/different?, What things would you have used, What kind of person isSynthesisWhat would it be like if, Design a, Pretend you are a, Tell/write a different endingEvaluationSelect the bestWhy is it the best?, Why do you think that?, Would you recommendWhy or why not?Checking for UnderstandingUse Blooms Taxonomy at all levelsAnalysisWhat other ways could, What things are similar/different?, What things would you have used, What kind of person isSynthesisWhat would it be like if, Design a, Pretend you are a, Tell/write a different endingEvaluationSelect the bestWhy is it the best?, Why do you think that?, 14How?Other questions stemsWhat 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 UnderstandingOther questions stemsWhat 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 _____?

15How?Response CardsHand Signals

Checking for UnderstandingResponse CardsHand Signals

16How?Oral languageTo speak in highly effective ways requires practice and attentionTeachers should stimulate thought in their studentsWho is doing the most talking?Checking for UnderstandingOral languageTo speak in highly effective ways requires practice and attentionTeachers should stimulate thought in their studentsWho is doing the most talking?

17How?Writing for learningWriting clarifies thinkingwriting is thinkingWriting to demonstrate learningLow stakes writingSummary writingProvides you with insight into how learners condense informationThe act of summarizing new knowledge in written form can lead to higher levels of understandingChecking for UnderstandingWriting for learningWriting clarifies thinkingwriting is thinkingWriting to demonstrate learningLow stakes writingSummary writingProvides you with insight into how learners condense informationThe act of summarizing new knowledge in written form can lead to higher levels of understanding

18Why Write?Low stakes and for all content areasMake assignments short and able to be completed and graded quicklyCollect assignments but dont grade them formally; if you comment, comment on content rather than sentence errorsDont read and comment on everything

Checking for UnderstandingLow stakes and for all content areasMake assignments short and able to be completed and graded quicklyCollect assignments but dont grade them formally; if you comment, comment on content rather than sentence errorsDont read and comment on everything

19STOP!Questioning NO-NOsAny 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 arent always self-regulated learnersthey may not be aware of what they do or do not understandthey may think they get it when they really dontChecking for UnderstandingQuestioning NO-NOsAny 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 arent always self-regulated learnersthey may not be aware of what they do or do not understandthey may think they get it when they really dont

20STOP!Initiate-Respond-Evaluatethe teacher asks a questionspecific students are called on to answer the questionthe teacher evaluates the response

Checking for UnderstandingInitiate-Respond-Evaluatethe teacher asks a question, specific students are called on to answer the question, and the teacher evaluates the responseIt focuses on guess whats in the teachers head or what the teacher already knows, not critical thinking by the whole groupWhen one student is provided the opportunity to answer the ability to check for understanding with the whole group is lostA vocal minority of students tends to dominate classroom conversations and questioning, while less assertive students rarely participate

21STOP!Using writing as a classroom management strategythink Bart Simpson writing on the chalkboardWhen 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 thinkingChecking for UnderstandingUsing writing as a classroom management strategythink Bart Simpson writing on the chalkboardWhen 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

22How can I get myteam on board?PLCs or data team meetingsPacing guides and curriculum mapsCommon assessmentsReteaching and intervention groups

Checking for UnderstandingPLCs or data team meetingsPacing guides and curriculum mapsCommon assessmentsReteaching and intervention groups

23What have I learned?Think-Write-Pair-ShareTwo benefits for methe teacherTwo benefits for studentsthe learnersWhat about metacognition?How will my practice change?How does checking for understanding help us link instruction and assessment in meaningful ways?Checking for UnderstandingIndex cardThree benefits for methe teacherTwo benefits for studentsthe learnersWhat about metacognition?How will my practice change?How does checking for understanding help us link instruction and assessment in meaningful ways?

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