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 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 not A final exam or state achievement test

CFU Should Do the Following 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)

When Do You CFU Every two – three minutes Every time you teach: A rule A definition A step A strategy

Critical components of CFU Ask the question to the entire class Provide wait time before selecting a student to respond Always call on random non-volunteers

Helping Students Who Respond Incorrectly 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

TAPPLE Teach First Ask a Question Pause Pick a Non-Volunteer Listen to the Response Effective feedback (Echo, Elaborate, Explain)

ECHO When the student’s response is correct When the student speaks in a soft voice

ELABORATE When the student’s response is tentative or partially correct

EXPLAIN Actually re-explain when the student’s answer is incorrect

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 SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

RIGOR is…… RIGOR is not….. Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level More or harder worksheets AP or honors courses The higher level book in reading More work More 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 INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

A Relevant Lesson answers: What am I Learning? Why am I learning it? How will I use it?

Assimilation C Adaptation D Acquisition A Application B Rigor and Relevance Framework Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations Relevance

C D A B Rigor/Relevance Framework R IGOR RELEVANCE Students reflect on the potential use of the new information as a solution Students apply the information learned to answer the question or to solve the problem High R IGOR A Students seek information to answer question or solve problem B Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

Rigor/Relevance Framework Motivation Creativity – Innovation - Problem Solving Rigor - Critical Thinking Relevancy - Validation Acquisition of knowledge / skills Low RELEVANCE

Rigor/Relevance Framework Student Thinks and Works Student Thinks Teacher Works Student Works