cfu (checking for understanding)

CFU (Checking for Understanding)

An Introduction

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SIT WITH YOUR

CONTENT TEAM!

SIT WITH YOUR

CONTENT TEAM!

Info Overload

Email Chloecscorneratl.wordpress.com

(Fac. Student Learning) Flash drive path: Week 2- CS-

CFU Hard Copies at tables

Chloe’s Hot Tips

BMC beasts (narrate)Visuals, visuals, visuals Norm checkFeedback is not a critique! Food forsoul

Reflect to perfect

Think about your last assessment. What surprised you?

Which core value do you embody more? Respect and HumilityLeadership

Jot down your choice on a sticky!

Partner Up!

Music stops find your match! Bring a pen Respect and Humility: picture card Leadership: blank 2 min: R and H will describe the drawing on

his/her card to Leadership. Leadership will try to draw the exact

image. No names! No questions!

Let’s Connect

How close was Leadership’s drawing?

What caused the discrepancy? How does this compare to a

lesson without checks for understanding?

Bottom Line

No one is teaching if no one is learning!

CFU it up!

Walk out of here…

What does an effective CFU look like?

Plan CFU questions and tasks at good spots in the lesson cycle (sprinkled please) How do

you know what they

know?

How do you

know what they

know?

How will we get there?

Engage (10)Explore: Strong CFUs (20 minutes)

Explain: Guiding Principles (10)Elaborate: Put into plans (25 minutes)

Evaluate: CFU, CFU? (5 minutes)

Practice looking good….CFU lens

With a planning partner: (10-15) Independently read the 1st section Collaborate to mark up and discuss plan- use

guiding questions under each section Repeat this process for each section until you

mark up the entire plan. Discuss the summary questions at the end

of the lesson. Finished Early? Discuss other method

strengths

Handout C1Math, D1 Social StudiesHandout C1Math, D1 Social Studies

Video Quickie

What did the student response tell the teacher?

How did the teacher react? Why do you think they made

that choice?

What does this mean?

High Five 3 min: take a stab at writing the key

points for this session! 2-3 guiding principles for

planning/executing strong CFUs Share out: Scribe

Compare Handout 1: soft copy 2Handout 1: soft copy 2

How to CFU it up!

Jigsaw 1-2-3-4 Read resource Discuss questions/confusions 5 second overview: 1 sentence summary Create a haiku Draw a picture or other visual Develop a motion or other physical

representation

Handout 2: CFU Planning ToolsHandout 2: CFU Planning Tools

Share out: CFU hot sheet at tables- use for idea bank

Share out: CFU hot sheet at tables- use for idea bank

What’s out there and how can I use it on my own?

What’s out there and how can I use it on my own?

Get gritty (15)

Trade plans with a planning partner (Th/F) Review plans, mark it up (7)- Planned CFUs- Possible missed opportunities to use CFU Feedback (8)Yellow: is this chunk and chew place? Is it

strong? Take-it-down level for struggling students? Take-it-up?

Blue: why is this a good place? Method or question ideas?

Handout 2: CFU Planning ToolsHandout 2: CFU Planning Tools

Final Tweaks/Questions

Tweak LPCFU, CFU?

What’s Next?

Next Steps Additional follow-up session on CFUs (deep dive- reactions) Script CFUs in lesson plans Reflect on exit tickets and student practice

Work-Time/Coaching Lesson Planning Clinics See me!

Additional Resources: TFANet (annotated plans) Running peer-directed feedback CFU it up hot sheet

Deep thoughts with Chloe… Chloewiley@gmail.com

“Tell me and I’ll forget. Show me and I may remember. Involve me and I understand!”

What does this quote make you think of in terms of what we learned in this session?

Optional : Any general CS session feedbackHow can I make sessions more helpful to

your development as a teacher leader?