1. 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

2. 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.

3. 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?’

4. 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

5. 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.

6. 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

7. 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

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

9. Technique II:

10. Technique III:

11. “Pre-Pair” To Respond – Verbal Strategies

12. Numbered HEads

13. Think-Pair-Share

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

15. Individual Responses

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

17. Name four totalitarian dictatorships in Europe in the 1930s.

18. Notice any difference with the questions?

19. 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

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

21. 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

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

23. 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

24. 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!”

25. Teacher habits

26. 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

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

28. 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

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

30. Thank you for listening!