Upload
carl
View
74
Download
0
Tags:
Embed Size (px)
DESCRIPTION
EXPLICIT DIRECT INSTRUCTION. CHECKING FOR UNDERSTANDING. http://www.mcsk12.net/aoti/ci/docs/ELA/ELAScopeSeq.pdf. CHECKING FOR UNDERSTANDING “NO NOs”. “ Any questions?” “Did you all get that?” “Everybody understand?” “Does that make sense?”. What CFU is. - PowerPoint PPT Presentation
Citation preview
EXPLICIT DIRECT INSTRUCTION
CHECKING FOR UNDERSTANDING
http://www.mcsk12.net/aoti/ci/docs/ELA/ELAScopeSeq.pdf
“Any questions?” “Did you all get that?” “Everybody understand?” “Does that make sense?”
CHECKING FOR UNDERSTANDING “NO NOs”
A way to correct students’ misconceptions
Provides a good study skill model for students
Restate sections in their own words Ask themselves questions about the material Think of examples related to the material
A systemic approach to formative assessment
What CFU is
A final exam or state achievement test
What CFU is not
Align with enduring understanding (Wiggins & McTighe, 1998)
Allow for differentiation (Tomlinson, 1998) Focus on gap analysis (Bennett et al., 2004) Lead to precise teaching (Fullan et al.,
2006) Should become a routine part of teaching
(Schmoker, 2006)
CFU Should Do the Following
Every two – three minutes Every time you teach:
◦ A rule◦ A definition◦ A step◦ A strategy
When Do You CFU
Ask the question to the entire class Provide wait time before selecting a student
to respond Always call on random non-volunteers
Critical components of CFU
Cue: Use symbols, words or phrases to help students recall
Clue: Use overt reminders such as “Starts with…” Probe: Look for reasoning behind an incorrect
response or as for clarity when the response is incomplete
Rephrase: Pose same question in different words Redirect: Pose same question to a different
student Hold accountable later: Later in the lesson,
check back with students who respond incorrectly
Helping Students Who Respond Incorrectly
Teach FirstAsk a QuestionPausePick a Non-VolunteerListen to the ResponseEffective feedback (Echo, Elaborate, Explain)
TAPPLE
When the student’s response is correct When the student speaks in a soft voice
ECHO
When the student’s response is tentative or partially correct
ELABORATE
Actually re-explain when the student’s answer is incorrect
EXPLAIN
Give your teachers a test
Rigorous Lessons ask Students to:
EXAMINE CLASSIFY GENERATE SCRUTINIZE
PRODUCE DEDUCE ASSESS PRIORITIZE DECIDE
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
EVALUATION
SYNTHESISANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
RIGOR is……Scaffolding thinkingPlanning for thinkingAssessing thinking about contentRecognizing the level of thinking students demonstrateManaging the teaching/ learning level for the desired thinking level
RIGOR is not…..More or harder worksheetsAP or honors coursesThe higher level book in readingMore workMore homework
A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE TO
TACKLE REAL-WORLD
PROBLEMS THAT HAVE MORE THAN ONE
SOLUTION
RELEVANCE IS THE PURPOSE OF THE LEARNING
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARYREAL WORLD
PREDICTABLEREAL WORLD UNPREDICTABLE
A Relevant Lesson answers:
• What am I Learning?
• Why am I learning it?
• How will I use it?
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge/ 1 Awareness 1
Knowledge in one discipline
2Apply
knowledge in one discipline
3Apply
knowledge across
disciplines
4Apply knowledge
to real-world predictable
situations
5Apply knowledge
to real-world unpredictable
situationsRelevance
Rigor
Rigor and Relevance Framework
A Students seek
information to answer
question or solve
problem
C Students reflect on the potential use of the new information as a solution
D
B
Students apply the information learned to answer the question or to solve the problem
Students test the relevancy of the information as it relates to the
question or problem
High
Low
RIGOR
Low High
RELEVANCE
Rigor/Relevance Framework
Rigor -
Critical Thinking
Motivation
Creativity – Innovation
-Problem Solving
Acquisition of
knowledge / skills
Relevancy -
Validation
Rigor/Relevance Framework
RELEVANCELow
StudentThinks
Student Thinks and Works
Teacher Works
Student
Works
Rigor/Relevance Framework