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THE COLLEGE-READY PROMISETEACHER TRAINING MODULE

CHECKING FOR STUDENT UNDERSTANDINGIndicators 1.5B, 3.4A

OverviewRationale and PurposeTCRP RubricDefining Teacher and Student ActionsExample StrategiesIncorporating into Lesson PlansAdjusting Instruction

RationaleChecking for students’ understandingEngages studentsProvides real-time data on student

understandingAllows the teacher to determine

effectiveness of lesson/instructionsAllows the teacher to adjust instruction

PurposeTo assess students’ prior understandingTo gauge students’ understanding of concepts

during a lessonTo determine whether students understand

proceduresTo assess students prior to guided practice or

independent practiceTo delve deeper into students’ understandings

and misconceptions

High

Sta

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Publ

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Frequency/Effect on Student Achievement

CST

Final

Exa

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Benc

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Unit

Test

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Quizz

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Exit

Slip

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Chec

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Types of Assessments and theirEffect on Student Achievement

Teaching Standard Rubric Levels

Level 1 Level 2 Level 3 Level 4No assessment or a single assessment is planned at the conclusion of the lesson.

Multiple assessments are planned. However, they are not sequenced in a way to provide meaningful information about student progression towards mastery of the learning objective(s).

Multiple assessments are planned and build on each other. They are sequenced throughout the lesson in order to provide meaningful information about student progression towards mastery of the learning objective(s).

All of level 3 and…Assessments are sequenced to ensure student progression towards mastery. Plans provide opportunities for student choice in, or design of, assessment methods.

1.5 B) Progression of Assessments

Teaching Standard Rubric Levels

Level 1 Level 2 Level 3 Level 4The teacher does not check for students’ understanding of the learning objectives during the lesson and/or does not adjust instruction.

The teacher has limited techniques to accurately check for students’ understanding of the learning objectives and/or does not use the information gained to make adjustments in instruction.

The teacher uses frequent and varied techniques to accurately monitor students’ progress toward the learning objectives and immediately adjusts instruction to meet students’ learning needs

All of level3 and…

Students self-assess and

3.4 A) Checking for understanding and adjusting instruction:

suggest adjustments in the instruction to meet their needs.

Defining Teacher and Student ActionsTeacher question is phrased with several options, i.e.

Multiple choice Agree/Disagree True/False

All students respond and provide teacher with feedbackTeacher should check for student understanding at

least once every 15 minutesTeacher utilizes student responses to:

Probe reasons for student responses Determine next steps for instruction

Checking for UnderstandingHow can teachers

effectively increase students’

understanding?By using different

techniques of oral

language By using different types of

questioning

techniques

By using a variety of writing

assessments

By using quizzes and

tests

Accountable talkValue lineupsRetellingsThink-pair-shareMisconception analysisWhip around

Multiple choiceShort answerTrue or FalseEssay

Interactive writingRead-write-pair-shareSummary writing

Response cardsHand signalsElectronic ResponseSystemsReQuestSocratic seminar

Using Oral LanguageAccountable TalkStudents are taught how to be accountable with each other (staying on task, using accurate and appropriate information for the topic, and thinking deeply about what their partner says) to forward the conversation and deepen theirunderstanding of the topic at hand. One way to teach accountable talk is through reciprocal teaching.

Value LineupsStudents develop in-depth knowledge by enabling them to explore core concepts and understanding problems by first analyzing their beliefs and then listening to positions held by others. (See depth and complexity.)

RetellingsStudents process large segments of text, think about the sequence of ideas or events and their importance, and then have students orally summarizewhat they understand. Teacher should take notes as students retell.

Using Oral LanguageThink-Pair-ShareStudents discuss their responses with a partner before sharing out with the wholeclass. Partners can also pair up with another set of partners to discuss in a quad before sharing out with the class.

Misconception AnalysisStudents have an opportunity to discuss, often in small groups, misunderstandingsthey have about the topic at hand. Teacher should circulate and take notes on what the students are saying.

Whip AroundStudents make a list of at least three items in response to a question; every studentthen stands up and as one student calls out the answer, other students cross thatitem off their list. When all items are crossed off their list, that student may sit.

Practice: Whip Around

What is the purpose or the rationale of Checking for Understanding?

Write 3 answers to the question.

PurposeTo assess students’ prior understandingTo gauge students’ understanding of concepts during a lessonTo determine whether students understand proceduresTo assess students prior to guided practice or independent practiceTo delve deeper into students’ understandings and misconceptions

RationaleChecking for students’ understanding:Engages studentsProvides real-time data on student understandingAllows the teacher to determine effectiveness of lesson/instructionsAllows the teacher to adjust instruction

Using Questioning Techniques

Response CardsIndex cards, signs, dry erase boards, magnetic boards, or other items aresimultaneously held up by all students in class to indicate their responses to aquestion or problem.

Hand SignalsThumbs up, thumbs sideways, and thumbs down to indicate understanding,confusion, or a misunderstanding.

Electronic Response SystemElectronic clickers can display multiple-choice responses in chart form so students and teacher get immediate feedback on each problem.

Socratic SeminarA group of learners engages in conversation and a series of questions.Reciprocal Questioning (ReQuest)See next two slides.

Reciprocal Questioning (ReQuest)Students take on the role of the teacher by formulating their own list of questions about a reading selection. The teacher then answers the students' questions. This exercise assists reading comprehension at two levels. Students deeply analyze the reading selection to extract their "teacher" questions. The teacher, in turn, reinforces learning by answering the questions and, if necessary, helping students to refine their work into more focused questions.

Procedure:1. Divide the class into small groups and provide each group with a

reading selection. 2. Explain the ReQuest process: students read a selection and develop discussion questions directed toward the teacher. Students should be familiar with the Bloom’s question stems.

continued

Using Questioning Techniques

Reciprocal Questioning Procedure (continued)

3. Allow time for students to read their selections independently and to write their own list of potential questions. 4. Have the groups combine and revise the team members' questions into a final form. 5. During the class discussion, a spokesperson for each group asks the questions to the teacher. The teacher answers the questions to reinforce learning. 6. In a post-exercise discussion, ask students to identify strategies they used in writing and refining questions.

Using Questioning Techniques

Reciprocal Questioning

Read the TCRP rubric descriptors of practice for Standard 3.4,Indicator A. Follow the procedure for ReQuest.

Level 1 Level 2 Level 3 Level 4The teacher does not check for students’ understanding of the learning objectives during the lesson and/or does not adjust instruction.

The teacher has limited techniques to accurately check for students’ understanding of the learning objectives and/or does not use the information gained to make adjustments in instruction.

The teacher uses frequent and varied techniques to accurately monitor students’ progress toward the learning objectives and immediately adjusts instruction to meet students’ learning needs

All of level3 and…

Students self-assess and suggest adjustments in the instruction to meet their needs.

3.4A Checking for Understanding

Using WritingInteractive WritingStudents share the pen or dry erase marker with the teacher in wholeor small groups.

Read-Write-Pair-ShareStudents read the material, write in response to the information, engage in a partner conversation about they’ve read and written, and then share their ideas with the whole class.

Quick Write-Pair-ShareSeveral times throughout the lesson, students are given 1 minute (or 2 minutes) towrite about what they’ve learned. They then engage in a partner conversation about what they’ve written, and then share their ideas with the whole class.

Summary WritingStudents write a summary about what they have read, viewed, done, or learned. Could be used as an exit slip or as a Do Now.

Practice: Quick Write-Pair-Share

Take one minute to write about what you’ve learnedso far in this presentation.

When the time is up, share your writing with a partner or a small group.

Using QuizzesMultiple ChoiceGauges students’ understanding fairly quickly.

Short AnswerMeasures if students can accurately recall specific information. Can also be used to measure higher cognitions.

True or FalseDetermine if students understand the correctness of statements of fact, if they agree with opinions, if they can define terms, or if they understand a principle.

EssaysRequires students to consolidate their understanding of a topic, organize theirthinking, and present it by providing an opportunity for students to synthesize orevaluate information.

Practice: Multiple Choice and Short Answer

In indicator 3.4A, at a level 2 practice the teacher uses ______________techniques to accurately check for students’ understanding.

a) Frequentb) Variedc) Limited

The four categories of checking for understanding are writing, questioning, quizzes and ______________________.

a) Response cardsb) Oral languagec) Quick Write

Practice: Multiple Choice and Short Answer

Teachers should check for understanding at least every ____ minutes.

a) 15b) 30c) Only as needed

The type of assessment that has the most direct effect on student achievement is _______________________________.checking for understanding

Incorporating into Lesson Plans

Identify which strategies fit your styleDetermine when during the lesson the checks

should be includedWrite out the questions to ask studentsOver time, as you become comfortable with

using them, the need to plan out your strategies in detail will decrease.

Sample PlanChecking

for Understandi

ngoral languag

e

questioning

techniques writing

quizzes

After I present the Powerpoint and have given students the information about the topic, I will have them do a WHIP AROUND

Before students exit the class, they will answer 5 MULTIPLE CHOICE questions.

When students are finished with their group work, I will have them WRITE A SUMMARY of what they learned. Students will share their summary in a pair-share.

Before students begin their group work, I will ask questions and students will hold up their RESPONSE CARDS

Adjusting InstructionPlan your checks at strategic points in your lesson, so if you need to re-teach a few students, the remainder of the class can continue independent or group work.

Anticipate that not all students will demonstrate understanding.

Budget time in your lesson plan to accommodate re-teaching.

Adjusting Instruction

If only a few students don’t understand, immediately bring them forward for re-teaching. Have at least two more strategies to use. Try teaching with different modalities.

Adjusting InstructionIf half the class doesn’t understand, try having students who do understand explain it in their own words. If that doesn’t work, allow the proficient students to continue their work and you re-teach the students who still need it. Have at least two more strategies to use. Try teaching to different modalities.

Adjusting InstructionIf most of the class doesn’t understand, group the students by readiness or common misunderstandings and assign the few students who do understand to re-teach a group. You work with the most intensive learners. As students show understanding, they can continue with their independent work.

Eventually you will have only a few students to call up forfurther re-teaching. Have several strategies ready, includingteaching to the students’ learning modalities or to Garner’s multiple intelligences.

Sample PlanChecking

for Understandi

ngoral languag

e

questioning

techniques writing

quizzes

After I present the Powerpoint and have given students the information about the topic, I will have them do a WHIP AROUND

Before students exit the class, they will answer 5 MULTIPLE CHOICE questions.

When students are finished with their group work, I will have them WRITE A SUMMARY of what they learned. Students will share their summary in a pair-share.

Before students begin their group work, I will ask questions and students will hold up their RESPONSE CARDS

Sample PlanChecking

for Understandi

ngoral languag

e

EvaluationWhat did I learn? What do I still need to know?

How could this module beimproved?

What did I learn that I willuse tomorrow?