Checking For Und

CHECKING FOR UNDERSTANDING FORMATIVE ASSESSMENT TECHNIQUES FOR YOUR CLASSROOM

IS CFU IMPORTANT?  IT IDENTIFIES AND CONFRONTS MISCONCEPTIONS  IT PROVIDES A MODEL FOR GOOD STUDY SKILLS BY SHOWING STUDENTS HOW TO MONITOR THEIR OWN LEARNING

A SYSTEMATIC APPROACH TO FORMATIVE ASSESSMENT

 TO IMPROVE INSTRUCTION AND GUIDE STUDENT FEEDBACK  IT IS ONGOING THROUGHOUT UNIT  STUDENT CAN SELF-MONITOR UNDERSTANDING  TEACHERS SEE WHO UNDERSTANDS WHAT

ESTABLISHING CURRICULAR PRIORITIES  WHAT IS WORTH BEING FAMILIAR WITH?  WHAT IS IMPORTANT TO KNOW AND TO DO?  WHAT IS ENDURING UNDERSTANDING?

 ENDURING UNDERSTANDING IS EMBEDDED IN THE OTHER TWO…CONTENT FROM THE BOTH THE FACT ELEMENTS ARE NEEDED TO ARRIVE AT ENDURING UNDERSTANDING….BUT  IS THAT KNOWLEDGE LEADING TO ENDURING UNDERSTANDING.  IS WHAT WE ARE TEACHING LEADING TO ENDURING UNDERSTANDING?

DIFFERENTIATING INSTRUCTION  WHAT ELEMENTS DO I DIFFERENTIATE?  SOURCES  PROCESS  PRODUCT

WHAT CRITERIA DO I USE TO SELECT SOURCES, PROCESSES AND PRODUCTS?  READINESS  INTERESTS  LEARNING STYLE

ORAL MODALITIES TO CFU  ACCOUNTABLE TALK - FIVE ELEMENTS  1.PRESS FOR CLARIFICATION AND EXPLANATION-- COULD YOU DESCRIBE WHAT YOU MEAN?  2. REQUIRE JUSTIFICATION OF PROPOSALS AND CHALLENGES-WHERE DID YOU FIND THAT INFO?

 3. RECOGNIZE AND CHALLENGE MISCONCEPTIONS -- I DON’T AGREE BECAUSE….  4. DEMAND EVIDENCE FOR CLAIMS-CAN YOU GIVE ME AN EXAMPLE?  5. INTERPRET AND USE EACH OTHER’S STATEMENTS--SUSIE SUGGESTS THAT….  LET’S TRY IT!

GET KIDS TALKING: VALUE LINEUPS

 STUDENTS EVALUATE A STATEMENT AND ARE INSTRUCTED TO LINE UP ACCORDING TO THEIR DEGREE OF AGREEMENT OR DISAGREEMENT WITH THE STATEMENT  QUEUE IS THEN FOLDED IN HALF  THEY DISCUSS THEIR REASONS FOR THEIR POSITIONS

Using Questions to Check for Understanding

 Using the QUILT system… Questioning and Understanding to Improve Learning and Thinking FIVE STEPS to QUILT

STEP 1: PREPARE THE QUESTION  IDENTIFY THE INSTRUCTIONAL PURPOPSE  DETERMINE THE CONTENT FOCUS  SELECT THE COGNITIVE LEVEL  CONSIDER WORDING AND SYNTAX

STEP 2: PRESENT THE QUESTION  INDICATE RESPONSE FORMAT  ASK THE QUESTION  SELECT THE RESPONDENT

STEP 3: PROMPT STUDENT RESPONSES  PAUSE AFTER ASKING THE QUESTION  ASSIST NONRESPONDENT  PAUSE FOLLOWING STUDENT RESPONSE

STEP 4: PROCESS STUDENT RESPONSES  PROVIDE APPROPRIATE FEEDBACK  EXPAND AND USE CORRECT RESPONSES  ELICIT STUDENT REACTIONS AND QUESTIONS

STEP 5: REFLECT ON QUESTIONING PRACTICE  ANALYZE QUESTIONS  MAP RESPONDENT SELECTION  EVALUATE STUDENT RESPONSE PATTERNS  EXAMINE STUDENT AND TEACHER REACTIONS

COGNITIVE LEVELS (BLOOM)  KNOWLEDGE--- RECALL OF DATA AND INFORMATION  PROMPTS HERE INCLUDE: WHERE IS? WHAT DID…? WHO WAS..? HOW MANY…? POINT TO THE….

LEVELS. continued  COMPREHENSION: UNDERSTAND THE MEANING, TRANSLATION, INTERPOLATION, AND INTERPRETATION OF INSTRUCTIONS AND PROBLEMS.  PROMPTS HERE INCLUDE: IN YOUR OWN WORDS…GIVE ME AN EXAMPLE…WHAT IS THE MAIN IDEA?

LEVELS, continued  APPLICATION- USE A CONCEPT IN A NEW SITUATION OR UNPROMPTED USE OF AN ABSTRACTION  PROMPTS HERE INCLUDE: WOULD YOU HAVE DONE THE SAME? IF YOU WERE THERE, WOULD YOU..?

LEVELS, continued  ANALYSIS--SEPARATE MATERIAL OR CONCEPTS INTO COMPONENT PARTS SO THAT ITS ORGANIZATIONAL STRUCTURE MAY BE UNDERSTOOD; PROMPTS HERE INCLUDE: WHAT THINGS ARE SIMILAR/DIFFERENT? WHAT CAUSED ‘X’ TO ACT THIS WAY? WHAT KIND OF PERSON IS ‘X’?

LEVELS, continued  SYNTHESIS-- BUILD A STRUCTURE OR PATTERN FROM DIVERSE ELEMENTS. PUT PARTS TOGETHER TO FORM A WHOLE, WITH EMPHASIS ON CREATING A NEW MEANING OR STRUCTURE. PROMPTS HERE INCLUDE:WHAT WOULD IT BE LIKE TO LIVE IN..? WRITE NEW ENDING.

LEVELS, continued  EVALUATION- MAKE JUDGMENTS ABOUT THE VALUE OF IDEAS OR MATERIALS. PROMPTS HERE INCLUDE: SELECT THE BEST… WHICH CHARACTER WOULD YOU MOST LIKE TO MEET? WHAT DO YOU THINK WILL HAPPEN TO..?