CFU Strategies MJHS

Problem of Practice Problem of Practice: Based on classroom observations and administrative/department meetings, it is evident that there are missed opportunities to check for understanding throughout lessons. Focus Questions: 1. How do teachers purposefully CFU throughout a lesson? 2. Are teachers using a variety of strategies to CFU? 3. Are ALL students held accountable to demonstrate an understanding?

TAPPLE-ing Adopted from DataWorks Educational Research (EDI) Ideal for initial/introductory instruction Teacher-Led Acronym-Each letter corresponds with the steps teachers need to take in order to verify students are learning while the lesson is being delivered Link: Hands down... I’m calling on Non-volunteers

Teach First…... Before you ask the question so students are equipped to respond. NOTE: At this point in the lesson, you can use whiteboards to check for understanding of definitional-level, recall whole-class responses Sample Lessons Coordinating Conjunctions One-Step Equations

Ask a Question Specific to what you just taught Note: The question you pose should require students to think beyond the definitional, recall level. In other words, the cognitive demand should be at DOK level 2+. Sample Questions Stems What is the difference between... ? How do you...? In your own words, what is a...? Why is it important to... ? What would happen if...?

Pause and Pair-Share Wait 3-5 or 8-10 seconds so ALL students mentally prepare an answer. Note: As the instructional leader, you will determine whether students need to pair-share. I would encourage you to have them pair-share because it helps ease the anxiety (their partner reinforces what they know, redirects them, and/or extends their knowledge).

Pick a Non-Volunteer Select students randomly to verify that everyone is learning NOTE: Be strategic when using randomizers. Randomizers Tips If necessary, “fake the stick” Include a “volunteer” stick Don’t give in to raised hands Celebrate if students answer correctly Never take sticks out once the students are called on. At that point, they’re “off the hook” She called on me again! Life is not fair!

Listen to the Response So you can make real-time instructional decisions. NOTE: Set response expectations in your classroom (stand and deliver/use mic/speak in complete sentences) What if a student’s answer is wrong? What do you do? Remind that student that you will come back to them. Then, Go to other students (1-2) and listen to their responses. If the other students are correct, come back to the first student and ask, “Would you like to change your answer?” If necessary DE-ESCALATE

Effective Feedback Echo, if correct. Elaborate, if tentative. Explain, if incorrect. Link:

Exit Slips A small piece of paper given to each participant, where each participant will write a key thought or idea, showing what they understood in a lesson. Students give the slip to the teacher before they exit the room

Parking Lot A poster or sheet of paper where participants in a workshop can write their questions of comments without interrupting the lesson OTHER VARIATIONS?

Think-Write-Pair-Share During a lesson, the students are given a point or topic. They think independently. Then, they write what they are thinking about. Next, they turn to a partner and share their thoughts and/or reactions.