1. Dr. Naranjo

2. Resources addressing your feedback
Motivating Students and Maintaining Positive Behavior
Tips for Motivating Middle School Students
Positive reinforcement
Set Goals - personal and class goals
Show them you care - take time to get to know them
Keep them engaged
Getting Started with Trauma Informed Practices
Build relationships with trust
Teach social emotional tools
Calm classroom & consistent routines
Avoiding power struggles
II. Technology
Utilize digital coaches
digitallearning.mylusd.org
YouTube Channel - LUSD Digital Coaches
Trauma: Instead of focusing on right vs. wrong, think about: Where is the behavior coming from?

3. Checking for Understanding

4. Just for laughs...

5. Objectives Deepen our knowledge of checking for understanding
Learn various ways to check for understanding
Plan ways to implement checking for understanding in your lessons

6. Tell me all you know about CFU.
In one minute, create a bulleted list of what you know about checking for understanding.
Think about: What is it? Why do we do it? Etc.
Turn and talk: Share with your neighbor what you have, and compare your responses

7. Checking for Understanding is Formative Assessment
Formative assessment is deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve student learning

8. BENEFITS of CFU
Fosters effective teaching – instructional decisions during the lesson
Promotes student engagement
Empowers students to be responsible for their own learning – monitoring and goal setting
Various opportunities to demonstrate learning
Ensure students are not practicing/reinforcing mistakes – practice makes permanent, not perfect

9. Key Strategies for Formative Assessment
Clarify learning objectives and criteria for success
Use effective classroom discussions, questions, and tasks to gain evidence for learning
Provide students feedback – Specific, Timely, Constructive
Develop students as resources for each other
Develop self-driven learners
**Check often, and use data to develop re-teach or enrichment lessons/tasks

10. “Teachers use formative assessment to inform instructional methods…at the very least, teachers should check for understanding every 15 minutes.”
-Douglas Fisher, Checking for Understanding

11. What makes a CFU/Formative Assessment effective?
Frequency
Best practice – CFU at least three times during a lesson
After the introduction
During guided practice
At the conclusion of a lesson
Key=reflection at critical moments
Variety
During a single class/lesson, use different tasks
The more engaged they are, the more students will participate in the CFU
Usefulness
Does this task allow you to adjust your instruction?
Determine your next steps:
Stop and start over
Pull a small group
Re-teach
Move on?

12. What do teachers do and say during CFU?
Probe students for understanding
Ask for responses individually/randomly, chorally, and privately
Give short, frequent quizzes
Circulate among students as they practice
Make instructional adjustments
Reteach content and skills
Conduct small group instruction

13. What do students do and say during CFU?
Are engaged
Explain what they did and why
Complete tasks
Ask for clarification
Generate examples and non-examples
Use signaled answers or use written responses
Respond chorally, individually, and privately

14. Common errors during CFU
Excessive use of “OK”
Asking questions that assume your students understand
Asking students if they have any questions
Asking questions when you see the student not paying attention

15. High Five, Quiz, Quiz, Trade
You will be given a card with a question
Find a partner – High Five!
Partner A (person with the closest next b-day) starts to “quiz” Partner B
Based on response, Partner A: Gives praise or Tip, Tip, Tip, Teach
Switch roles (Partner B quizzes Partner A)
Trade Cards and find a new partner

16. are keys to improving student achievement
Checking for Understanding
Variety!
Frequency/
Accountability
Useful – informs Instructional
adjustments
Timely
feedback
are keys to improving student achievement

17. How many CFU’s can you name?
Take one minute to write down the various ways you check for understanding.
Give one, Get one! Draw a line below your responses, and form a quad – exchange ideas and list new ideas below the line.

18. Quick Check Tools and Protocols
The following slides provide a variety of ways to engage your students by checking their understanding.
Remember, strategies are like spices…you have to know when and how to use them!

19. Ways to Check for Under- standing
THINK-INK-PAIR-SHARE
In your notebook, complete the following:
In order to find the perimeter of a rectangle, I need to ________.
Take time to write your thoughts.
When I say share, turn to your partner and Partner A share your answer.
Partner B, tell your partner why you agree or disagree.
Teacher: random call 3 students to check responses and provide feedback.
Ways to Check for Under-
standing

20. Ways to Check for Under-
NUMBERED HEADS TOGETHER
Students will work together to ensure each person grasps the concept.
Form groups 3-5, and ask students to number off.
Pose a question or idea for discussion.
Students will put their “heads together” to discuss the answer and ensure all students can answer the question correctly.
Call our a random number, and ask all students with that number to step forward and share their answer with the class.
Repeat this process with new questions or ideas.
Ways to Check for Under-
standing

21. Ways to Check for Under- standing
GROUP ANSWERS
Work as a team to solve the problem – each student uses different color marker/pencil
Everyone is responsible for each other’s learning.
Only one person (no one knows who) in the group will be asked to explain your answer, so all must know the process.
Ways to Check for Under-
standing

22. Ways to Check for Under- standing
QUESTION EVERYONE
Random call students to answer questions.
Use popsicle sticks, numbers, die, etc.
If a student does not answer correctly, rephrase the questions and ask again.
You may also move to another student, and after a few questions, return to the student to re-check for understanding.
Ways to Check for Under-
standing

23. Ways to Check for Under- standing
WHITE BOARDS
Have students respond by writing their answer on a white board. (Hover board)
Responses are shown simultaneously at a given signal. (Chin it)
Ways to Check for Under-
standing

24. Ways to Check for Under- standing
USE HAND GESTURES or RESPONSE CARDS
Have students respond to questions using a specific hand gesture, and then talk to each other to respond to questions.
You can also distribute different response cards and ask students to hold up a card to show their answer.
Ways to Check for Under-
standing

25. Ways to Check for Under-
CAN YOU EXPLAIN IT TO A __ GRADER
What is the commutative property?
How do we know to use the commutative property?
Write an explanation for a __th grader.
Ways to Check for Under-
standing

26. Ways to Check for Under-
HOT SEAT
Place key reflection or probing questions on random seats throughout the room.
When prompted, students check their seats and answer the question(s).
Students without a question are asked whether they agree or disagree with the response and explain their thinking.
Ways to Check for Under-
standing

27. Ways to Check for Under-
GIVE ONE, GET ONE
Pose a question and allow students time to brainstorm as many responses as the can independently.
Once time’s up, students draw a line below their ideas.
Ask students to move with their list, and talk, one-on-one, with as many classmates as they can for 3-5 minutes.
Each student takes turns sharing, and as they hear a new idea from a partner, they can write it down below the line, trying to add new ideas to their list
Continue until time runs out.
Ways to Check for Under-
standing

28. Ways to Check for Under-
ERROR ANALYSIS / MISCONCEPTION CHECK
Present students with a common or predictable misconception about the concept.
Ask them whether they agree or disagree and to explain why.
Ways to Check for Under-
standing

29. Ways to Check for Under- standing
SNOW STORM
On your note, complete the following:
In order to find the perimeter of a rectangle, I need to ________.
Put your name on your note and wad it up
When I say “Snow,” throw your “snowball” in the air
When I say “SHOVEL,” pick up a “snowball” that is not yours.
Open it, add your name, and add a comment to the answer on the paper.
Ways to Check for Under-
standing

30. Ways to Check for Under- standing
High Five, Quiz, Quiz, Trade
Every student gets a card (with a question or to write a question based on the topic)
Ask students to stand up and mingle
Give a signal to find a partner and high give
Greet, and Partner A quizzes Partner B with their question
Based on response, Partner A gives praise or tip, tip, tip, teach
Switch roles (Partner B quizzes Partner A)
Trade Cards
Find a new partner
For a video, go here:
Ways to Check for Under-
standing

31. Ways to Check for Under- standing
EXIT TICKET
Provide 1-2 questions students can answer and turn in at the end of the lesson
3-2-1
Students write 3 things they learned, 2 things they found interesting, and one question they still have
MVP
Students reflect on the “most valuable point” at the end of the lesson
Ways to Check for Under-
standing

32. Ways to Check for Under- standing
THE $2.00 EXIT TICKET
Each word is worth $0.10
The words ___ and ___ are worth a quarter
Your ticket must be worth exactly $2.00
Ways to Check for Under-
standing

33. Ways to Check for Under-
STICKY ON THE DOOR / TICKET OUT THE DOOR
On your sticky note, complete the following:
In order to find the perimeter of a rectangle, I need to ________.
Write your name and your answer on the sticky
Place your sticky on the door
Ways to Check for Under-
standing

34. Ways to Check for Under- standing
Encourage Self-Assessment
Ask students to reflect on the following questions:
How much time and effort did you put into this?
What do you think your strengths and weaknesses were in this task?
How could you improve your work?
What are the most valuable things you learned from this task?
*Responses can be in a journal, interactive notebook, index card, or online using Padlet
Ways to Check for Under-
standing

35. Reflection Questions:
What do I do well to check for understanding and provide follow up as needed?
What challenges do I face in checking for understanding and reteaching?
What ideas might help me?
Who can I talk to about this?
What supports would help?
What materials/supplies do I need
Where could I start? What structures and routines would be important to implement if my CFU and Re-teach are to be successful?

36. You checked for understanding, now what?

37. Effective Feedback Teachers Should Give
Based on the accuracy of the student response, do one of three things:
Echo
Restate the correct answer provides affirmation for students, and allows other to hear it again

38. Effective Feedback Teachers Should Give
Based on the accuracy of the student response, do one of three things:
2. Elaborate or paraphrase
When the response is tentative or partially correct, elaboration or paraphrasing reinforces the correct answer

39. Effective Feedback Teachers Should Give
Based on the accuracy of the student response, do one of three things:
3. Reteach
If two students in a row cannot answer, then explaining or re-teaching is needed

40. Be Ready for Reteach Reteach
Determine if reteaching is needed for the whole class, or small group based on needs of your students, and develop a task that will address student needs.
Create a space for small group to gather for re-teaching.
Name the re-teaching space (i.e. the huddle table)
Place any re-teach materials in the space PRIOR to teaching the lesson
Be Ready for Reteach

41. Have Ready Access to Support Material
When planning the lesson, predict which parts of the lesson may be challenging
Have materials available to address these challenges
Place materials in a consistent place in the classroom
Have Ready Access to Support Material

42. How will you meet needs of advanced learners?
Enrichment
Determine a few tasks that will support students who are on level and/or advanced
Have materials ready in a set location a
Prior to implementing, establish expectations/routines for students to complete these tasks – they need to know how they will be held accountable.
How will you meet needs of advanced learners?

43. Adjusting your instruction to meet student needs with purposeful tasks is key!

44. DLIQ (-D) Closing: write down: One thing you learned today
Something you found interesting, and
A question you still have
Share out
DLIQ (-D)

45. Planning for implementation
With a partner: talk and plan out how you will establish structures and routines to have successful CFU
If time allows: think of your upcoming lessons/topics & plan when/how you will check for understanding