CHECKING FOR UNDERSTANDING… KEEPING STUDENTS ENGAGED CFU.

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2 CHECKING FOR UNDERSTANDING… KEEPING STUDENTS ENGAGED CFU

3 Data Collection Results

4 Organizing Instruction and Study to Improve Student Learning A Practice Guide This report was prepared for the National Center for Education Research, Institute of Education Sciences, under contract no. ED-05-CO-0026 to Optimal Solutions Group, LLC.

5 Recommendations 1. Space learning over time. 2. Interweave worked example solutions with problem-solving exercises. 3.Combine graphics with verbal descriptions. 4.Connect and integrate abstract and concrete representations of concepts. 5.Use quizzing to promote learning. 5a.Use pre-questions to introduce a new topic. 5b.Use quizzes to re-expose students to key content. 6.Help students allocate study time efficiently. 6a.Teach students how to use delayed judgments of learning to identify content that needs further study. 6b.Use tests and quizzes to identify content that needs to be learned. 7.Ask deep explanatory questions.

6 Why ask more and varied types of questions?  Immediately verifies what students know and understand.  Guarantees high student success.  Confirms that students know how to do the homework before being asked to do it.  Improves classroom discourse and dynamics.

7 How might you organize CFU Whole Group Responses 1. Choral response with the entire class responding. 2. Physical gesture with the entire class responding. 3. Use White Boards for all students to answer. 4. Written response with all students recording their answer while you move about the room. 5. Use manipulatives or cards for all students to answer the question. 6. Technology provides student response systems and other tools so that students can respond as a group.

8 CFU Small Group Responses  Choral response from a small group of students  Think-Pair-Share

9 CFU with Individuals 1. Call on a Non-volunteer 2. Call on a Volunteer.

10 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  Ask a Question  Pause  Pick a Non-volunteer  Listen for a Response  Effective Feedback

11 CFU TAPPLE  T  Ask a Question  Pause  Pick a Non-volunteer  Listen for a Response  Effective Feedback

12 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  A  Pause  Pick a Non-volunteer  Listen for a Response  Effective Feedback

13 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  Ask a Question  P  Pick a Non-volunteer  Listen for a Response  Effective Feedback

14 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  Ask a Question  Pause  P  Listen for a Response  Effective Feedback

15 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  Ask a Question  Pause  Pick a Non-volunteer  L  Effective Feedback

16 CFU TAPPLE  Teach First (If cognitively guiding a lesson, define your problem here)  Ask a Question  Pause  Pick a Non-volunteer  Listen for a Response  E

17 CFU TAPPLE T each first unless you are developing a lesson with cognitive guided instruction.  Create questions that insure student success.  Provide clues or cue to help students (sentence frames, word walls, cue charts, hand movements).

18 CFU TAPPLE A sk a question about what you have just taught or to lead students into making a mathematical “Aha!” Ask questions that… students understand, allows them to become successful Do not ask questions such as… “Do you understand?” “Who does not understand?”

19 CFU TAPPLE Pause for several seconds. Usually three to five seconds (But this may need to be longer if students are struggling or have difficulty with language.) before selecting a student to think about an answer. Fill this time by repeating the question, or Walk about the room to see how students might be responding, or Take time to choose the name of the student you will call on. Enhance the “Pause” with a pair-share.

20 Enhanced Pair Share  Look your partner in the eyes  Lean in to show your interest  Lower your voice  Listen Attentively From Dr. Kate Kinsella

21 CFU TAPPLE P ick three non-volunteers to answer your CFU questions. Provide sentence frames to help EL students answer. The first step of combining like terms is____________________. Word Walls Hints and Clues Charts How might you choose these students?

22  Using sticks  Having a stick master  Cell Phone  Cards  Ping Pong lottery  Having one student call on another  Random name generator  Seating Chart CFU TAPPLE

23 L isten to what students tell you. Is it correct, partially correct, or just plain wrong?

24 CFU TAPPLE E ffective Feedback  Echo  Affirmation  Redirects  Elaborate  Deeper Questions  Ask the student to clarify  Explain

25 Lesson Title:___________________________________________________________ Blooms Taxonomy: Knowledge: who, what, where, when, name Comprehension: describe, summarize, explain, discuss Application: apply, calculate, collect, organize Synthesis: demonstrate, illustrate, create, debate, solve Evaluation: judge, rank, defend, justify, rate, appraise

26 Designing a Lesson Learning Objective (skill-concept-context) (measurable, tied to standards) CFU: What are going to do today? What are we going to (skill)?

27 Designing a Lesson Concept Development (definition, examples, non-examples, model, CGI, drawing) CFU Restate Apply Justify

28 Designing a Lesson Skill Development & Guided Practice (steps or processes) CFU (concept/LO)

29 Designing a Lesson  Independent Practice