1. Please write a response to the following question: How do you check for understanding to make sure that your students are learning? Be prepared to share.

2. AGENDA Focus Basic Sense of Purpose Questioning Checking for Understanding Depths of Knowledge http://goo.gl/RHGu7h

3. LEARNING GOAL Teachers will be able to develop and add checking for understanding questions to their lessons. INDEPENDENT PRACTICE Teachers will write a checking for understanding question and post on Padlet.

4. CHECKING FOR UNDERSTANDING The teacher continually verifying that students are learning what is being taught while it is being taught. EDI, page 16

5. TAPPLE VIDEO EXAMPLE Watch the video and record: - questions -content Delivering Info (including example)

6. CHECK FOR UNDERSTANDING 1)What are you noticing about the frequency of the questions? “In this example, I am noticing…” 1)What are you noticing about the content of the questions? “In this example, I am noticing…”

7. THE SCIENTIFIC METHOD REVISITED…… Original

8. STEP #1: STATE THE PROBLEM Step #1 is extremely basic. It is usually one sentence that introduces what it is that you are researching. Step #1 is extremely basic. It is usually one sentence that introduces what it is that you are researching. What sort of problems are scientists researching these days? What sort of problems are scientists researching these days? Practical Example: Practical Example: I have a house plant that is withering up and dying. I have a house plant that is withering up and dying. Notice I don’t suggest the cause for this problem or look for solutions I’ve just stated the problem. Notice I don’t suggest the cause for this problem or look for solutions I’ve just stated the problem.

9. STEP #2: GATHERING INFORMATION/OBSERVING This step is vastly more complicated then the previous step. The key part of this step is I gather more information about my problem. I’m not necessarily looking for solutions yet but just information about what my problem is. This step is vastly more complicated then the previous step. The key part of this step is I gather more information about my problem. I’m not necessarily looking for solutions yet but just information about what my problem is. This step needs to be very detailed and it takes time. When you conduct experiments or labs in this class and use this step it needs to be thoroughly written out. This step needs to be very detailed and it takes time. When you conduct experiments or labs in this class and use this step it needs to be thoroughly written out. What sources could I use for information about a problem? What sources could I use for information about a problem? You want to make as many observations as you can about your problem and limit your inferences. What is the difference? You want to make as many observations as you can about your problem and limit your inferences. What is the difference? Practical Example: Practical Example: What information could I gather about my withering house plant? What information could I gather about my withering house plant?

10. STEP #3: CREATING A HYPOTHESIS A hypothesis is an educated guess about why your problem is occurring. Good scientists create a hypothesis they can actually test and focus on one hypothesis at a time. A hypothesis is an educated guess about why your problem is occurring. Good scientists create a hypothesis they can actually test and focus on one hypothesis at a time. Using and “If……then…..” statement is an easy way to write a good hypothesis. Using and “If……then…..” statement is an easy way to write a good hypothesis. Practical Example: Practical Example: What are some various hypotheses I could create for my house plant problem? What are some various hypotheses I could create for my house plant problem? Let’s say I see a commercial on TV for Archibald’s magical fertilizer that claims to be able revive any plant. What is a hypothesis I could create for this product? Let’s say I see a commercial on TV for Archibald’s magical fertilizer that claims to be able revive any plant. What is a hypothesis I could create for this product?

11. THE SCIENTIFIC METHOD Revised

12. STEP #1: STATE THE PROBLEM Step #1 is extremely basic. It is usually one sentence that introduces what it is that you are researching. Step #1 is extremely basic. It is usually one sentence that introduces what it is that you are researching. Example: I have a house plant that is withering up and dying. Example: I have a house plant that is withering up and dying.

13. CHECKING FOR UNDERSTANDING What is step #1 of the Scientific Method? What is step #1 of the Scientific Method? “Step one of the Scientific Method is to_____”

14. STEP #2: GATHERING INFORMATION/OBSERVING In this step I gather more information about my problem. I’m not necessarily looking for solutions yet but just information about what my problem is. In this step I gather more information about my problem. I’m not necessarily looking for solutions yet but just information about what my problem is. Example: What information could I gather about my withering house plant? Example: What information could I gather about my withering house plant?

15. CHECKING FOR UNDERSTANDING What is step #2 of the Scientific Method? What is step #2 of the Scientific Method? “Step two of the Scientific Method is to_____”

16. CHECKING FOR UNDERSTANDING In these examples: 1)What are you noticing about the frequency of the questions? “In these examples, I am noticing…” 1)What are you noticing about the content of the questions? “In these examples, I am noticing…”

17. GUIDED PRACTICE With your table group, add checking for understanding questions to the slide you are assigned.

18. CLOSURE 1) What are some ways to develop checking for understanding questions? 2) How often should you ask checking for understanding questions?

19. INDEPENDENT PRACTICE Using the content posted in Padlet, write a checking for understanding question.Identify which sentence your question would come after.