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… [email protected]
“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?
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