Did They Get What I Taught? Checking For Comprehension   Faculty of Education Did They Get What I Taught? Checking For Comprehension Content Strategies for English Language Learners (Second Edition) / Jodi Reiss Department of Language and Literacy Education, LLED 360 (307) 05 October 2017 Instructor Presenter(s) Dr. Lorna Ramsay Danielle Dar Juan Simon Widmann Michael Pereira Bob Beveridge

Warm-up Activity: Mystery Student Topics based on assigned teacher’s teachable: Art: Postmodernism Chef/Home Ec.: Explain (2) different types of culinary cuts English: Why Pride and Prejudice character, Elizabeth Bennet is important Math: What is SOH CAH TOA Music: What is a key change PHE: Good nutrition habits Science: Photosynthesis Socials: WWII Instructions: The assigned teacher is to give a short lesson of their topic, then check for student understanding.

IT’s a trap! “Does anyone have any questions?” “It’s question time. Who has a question for me?” “Make sure to ask questions.” “I will take questions at the end.” “Please ask to clarify if you do not understand something.” “Does anyone have any questions?” “Does everyone understand?” “Do you need me to repeat anything?” “Everyone gets it?’

asking questions Select effective question types “Point to…” Yes/No Either/Or Add more information Plan questions in advance Predictive Inferential Reflective Hypothetical Evaluative Elaborative Promote active listening Follow up/clarify/ paraphrase/evaluate responses *agree/disagree

Activity: is that appropriate? Instructions: In groups, use the ELL Quick Scale to classify which strategies and/or types of questions are most appropriate for each aspect of ELL.

Checking comprehension How to check for student understanding in class? Teachers call on students to answer questions Teachers often keep calling on students until the answer is adequate Does little to actually expand participation and classroom engagement

Comparison of Formative and Summative Assessments Formative Assessments Summative Assessments To improve instruction and provide student feedback Purpose To measure student competency or mastery Ongoing throughout unit When administered End of unit or course To self-monitor understanding How students use results To gauge progress toward course- or grade-level goals and benchmarks To check for understanding and provide additional instruction or intervention How teachers use results For grades, promotion

Vary Whole Class Techniques – Non-Verbal Strategies Technique I:

Technique II:

Technique III:

“Pre-Pair” To Respond – Verbal Strategies

Numbered HEads

Think-Pair-Share

Learning is not a spectator sport Many responses. Many responders OPPORTUNITIES TO RESPOND

Individual Responses

What battle was considered the first major defeat of Nazi Germany?

Name four totalitarian dictatorships in Europe in the 1930s.

Notice any difference with the questions?

Allow Extra Wait Time What is it? After introducing a question to the classroom, allow a period of silence for students to reflect on answer Benefit? Significantly reduced anxiety

Critique? Changes with level of ELL student and question Can raises anxiety in situations Uncomfortable

TEACHING STRATEGY with the L2L learner in mind……. STRONGLY AGREE SLIGHTLY AGREE 4 CORNERS TEACHING STRATEGY with the L2L learner in mind……. STRONGLY DISAGREE SLIGHTLY DISAGREE

Give students credit for trying Teacher responds positively to incorrect answers. Examples?

Offer face savers What is it? Critique Allow a student not to answer a question “I pass” or “You can answer later on”. Allowing assistance from other students/Learning from peers Critique Could at times be used simply as an escape

Watch for student readiness Question “What is the level of government in Canada that deals with public transport?” Answer “Mun…Munic…Municip” Response “Yes municipal! Good job!”

Teacher habits

FOCUS ON CONTENT CONTENT NOT LANGUAGE! LOOK PAST LANGUAGE DEFECIENCES AND FOCUS ON CONTENT ELL’S WILL PARTICIPATE MORE IF THEY ARE NOT CONSTANTLY CORRECTED OVERT CORRECTIONS MAY LEAD TO DECREASED PARTICIPATION

STRATEGIC QUESTIONING BEST PRACTICE QUESTIONING? (WHAT IS YOUR APPROACH?) ADAPT DISCUSS PRE-PLANNED GROUP ACTIVITY VOLUNTEER NEW QUESTIONS PRAISE NON-VOLUNTEER FASCILITATE

MONITOR INTERACTION PATTERNS DISTINCT ACTION ZONE STUDENTS OF FOCUS GET FEEDBACK Alter Class Set Up Move Around Favorite Group? Neglected Group? Video Peer Sit In

Participation Techniques CLASS LIST / CHECKLIST ACTIVITY PROPS POKER CHIPS POPSICLE STICKS CLASS RULE NO PARTICIPATION DURING CLASS = REVIEW OF CLASS NEAR THE END

Thank you for listening!