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CFU (Checking for Understanding)

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SIT WITH YOUR CONTENT TEAM!. PLEASE OPEN ON YOUR COMPUTERS: ATL.CM.FD.2012 --> #CMIM Handouts --> Week2.Handouts --> CS Handouts . CFU (Checking for Understanding). An Introduction. Info Overload . Email (Fac. Student Learning) - PowerPoint PPT Presentation

Text of CFU (Checking for Understanding)

  • CFU (Checking for Understanding)An IntroductionPLEASE OPEN ON YOUR COMPUTERS:ATL.CM.FD.2012 --> #CMIM Handouts -->Week2.Handouts -->CS Handouts


  • Info Overload (Fac. Student Learning)Flash drive path: Week 2- CS- CFUHard Copies at tables

  • Chloes Hot TipsBMC beasts (narrate)Visuals, visuals, visuals Norm checkFeedback is not a critique! Food for soul

  • Reflect to perfectThink about your last assessment. What surprised you? Which core value do you embody more? Respect and Humility Leadership Jot down your choice on a sticky!

  • Partner Up!Music stops find your match! Bring a pen Respect and Humility: picture cardLeadership: blank2 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!

  • Lets ConnectHow close was Leaderships drawing?What caused the discrepancy?How does this compare to a lesson without checks for understanding?

  • Bottom LineNo one is teaching if no one is learning! CFU it up!

  • Walk out of hereWhat 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 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 sectionRepeat 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 Studies

  • Video QuickieWhat 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 Five3 min: take a stab at writing the key points for this session!2-3 guiding principles for planning/executing strong CFUsShare out: Scribe

  • CompareHandout 1: soft copy 2

  • How to CFU it up!Jigsaw 1-2-3-4Read resourceDiscuss questions/confusions5 second overview:1 sentence summaryCreate a haikuDraw a picture or other visualDevelop a motion or other physical representation

    Handout 2: CFU Planning ToolsShare out: CFU hot sheet at tables- use for idea bankWhats 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 CFUsPossible missed opportunities to use CFUFeedback (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 Tools

  • Final Tweaks/QuestionsTweak LPCFU, CFU?

  • Whats Next?Next StepsAdditional follow-up session on CFUs (deep dive- reactions)Script CFUs in lesson plansReflect on exit tickets and student practice

    Work-Time/CoachingLesson Planning ClinicsSee me!

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

  • Deep thoughts with [email protected] Tell me and Ill 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?

    The best way to really wrap our heads around this is to see it in action.To that end were going to watch a few very quick video clips that zoom in on a particular moment in time during a lesson to showcase specific techniques teachers use to make strong connections during student practice.


    Responses: Reminds students to focus on the key points (characters, setting, problem, solution) as they start their practice (drafting their stories).Sets up flow of entire lesson so that in their independent writing practice students are simply going to be mirroring what they just helped Ms. Johnson do with her own story in shared writing section of the lesson (and she makes this explicit to them).Hands students envelopes with their own pre-writing this is a physical link between the pre-writing and the drafting, and also to the key points, as the pre-writing contains student ideas for characters, setting, problem, and solution.

    Students are focused on the right things in their first draft they know it must have the four targeted elements of characters, setting, problem, and solution.Students know they are capable of successfully engaging they have the tools from their pre-writing yesterday, and they have just helped Ms. Johnson use her pre-writing to write her own story draft in the shared writing section of the lesson.As they are drafting, students are likely to think back to What did we do to help Ms. Johnson with establishing the setting (or stating the problem) in her story?

    *Using strong models is critical in our professional developmentPart of an exemplar lesson plan to develop both planning and executing successful introductions Focus on last question on the handout, what do you need to specifically do to beef up your lp?

    If they are ready to practice give partners 4 minutes each to rehearse*Assessment is an important part of your vision. It should be aligned. Everyday you should give an assessment that connects to your key points.Each Friday youll give a five question weekly quiz that assesses what youve taught throughout the week.