Checking for Understanding
description
Transcript of Checking for Understanding
![Page 1: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/1.jpg)
Schedule8:00 am Welcome, Goals & Objectives-C & I (10 mins)
8:10 am Superintendent (10 mins or TBD)
8:20 am Power Point-Principals (30 mins)
8:50 am Research-Chapters 2, 3 & 5-Teachers (45 mins)
9:35 am Break (10 mins)
9:45 am Jig Saw with New Group (60 mins)
10:45 am Jig Saw-Final Word (15 mins)
11:00 am Model Lesson - DAIT (45-60 mins)
12:00 pm Lunch (60 mins)
1:00 pm Planning By Grade Level/Dept-Teachers (60 mins)
2:00 pm Break (10 mins)
2:10 pm Cafeteria By Site Expectation, Principal’s ReportOut (60 minutes)
3:10 Closure and Evaluation (20 mins)
![Page 2: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/2.jpg)
Goal: Participants will develop a deeper understanding of effective strategies to check for understanding in the classroom setting.
Checking for Understanding
![Page 3: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/3.jpg)
Checking for UnderstandingObjectives for Today• Refine understanding of the theories related to Checking for Understanding• Analyze research on Checking for Understanding• Develop or refine skills to use oral language, questions and projects (Thinking Maps) to check for understanding• Develop a common language to discuss and apply Checking for Understanding strategies (oral language, questions and projects, Thinking Maps) in the classroom setting• Observe model lessons which have incorporated Checking for Understanding strategies• Plan lessons that incorporate Checking for Understanding•Site Expectations
![Page 4: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/4.jpg)
PVUSD Principals
![Page 5: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/5.jpg)
Checking for Understanding1. Define checking for understanding2. List 3-5 strategies you currently use in
your classroom to check for understanding
3. How will systematic strategically planned checking for understanding, district-wide, impact student achievement?
![Page 6: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/6.jpg)
Checking for Understanding
are keys to improving student achievement
Ongoing assessment
Timely feedback
Accountability
Instructional adjustments
![Page 7: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/7.jpg)
Checking for Understanding• The Definition-Fisher and Frey• Formative• Examples–Oral Language–Questions–Projects and Performances
• Results
![Page 8: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/8.jpg)
Checking for Understanding• Misconceptions About Checking for Understanding
Unqualified ResponsesCapable Learners Open Ended QuestionsOne student responds at a timeNo students respond at allParallel/unconnected conversations
![Page 9: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/9.jpg)
Checking for Understanding
• Processing Research– Groups
K, 1st AND 7th - 12th ELA/Soc. Sci Chap. 2
2nd, 3rd, 4th, AND 7th - 12th Math Chap. 3
5th, 6th AND 7th - 12th Science, Music, Arts, JROTC, PE, Electives Chap. 5
![Page 10: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/10.jpg)
Checking for UnderstandingProcessing Text-PLCP-Planning ApplicationsL-Learned Something NewC-Classroom Application I would like to try
![Page 11: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/11.jpg)
Checking for Understanding• Prioritize your top three P’s, L’s and C’s• Whip Around (P’s), (L’s) & (C’s)• How do you determine that your students
have learned what you have taught?• Discuss Classroom Applications for Checking
for UnderstandingImmediate Knowledge of Results Knowledge of Results
![Page 12: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/12.jpg)
Checking for Understanding
Develop consensus on talking points and common language that will be used to present this chapter to other groups
![Page 13: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/13.jpg)
Checking for Understanding
![Page 14: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/14.jpg)
Chapter #_____ - Talking Points••••••Chapter #_____ - Talking Points••••••
![Page 15: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/15.jpg)
Checking for Understanding
The Final Word
![Page 16: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/16.jpg)
DAIT Presentation
Model Lessons–Oral Language–Questions–Projects and Performances
![Page 17: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/17.jpg)
Checking for Understanding
• Discuss your L’s from PLC with a Non – Job Alike
LUNCH TIME
![Page 18: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/18.jpg)
Checking for Understanding•Planning •DAIT/Site Leadership•K – room _____•1st – room _____•2nd – room _____•3rd – room _____•4th – room _____•5th – room _____•6th – room _____
•ELA/SS – room _____•Math – room _____•Science – room _____•Music, Arts, JROTC, PE & Electives – room _____
![Page 19: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/19.jpg)
Site Expectations•Principals meet with site•Principals present site expectations
![Page 20: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/20.jpg)
Closure and Evaluation•Director of C & I, Malcolm Butler•Follow through dates•January 27th •January through June
•Evaluation
![Page 21: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/21.jpg)
Facilitators• K – Sandi Butler-Roberts• 1 – Bob Bilek• 2 – Josie Koivisto• 3 – Kira Shirrer, Laura Mathews & Stephanie Hall• 4 – Jeremy James• 5 – Jeff Blansett• 6 – Dr. Omaira Lee• 7th – 12th ELA – Larry Brown, Dr. Marrio Walker• 7th – 12th Science – Eric / Lisa Schlehuber• 7th – 12th Math – Jerry / Lois Shaffer• 7th – 12th Social Studies – Stan • 7th – 12th Electives, PE, Music, JROTC – Max Friedman
![Page 22: Checking for Understanding](https://reader035.fdocuments.in/reader035/viewer/2022081515/56814f58550346895dbd034a/html5/thumbnails/22.jpg)
Things to Do:Contact DAIT for DAIT needs12 facilitatorsHandoutsAV NeedsSeating Arrangements-MapEquity Sticks-or ??Ice Breaker/Transitions/Quotes MaterialsChart PaperPost ItsmarkersPensTeacher’s Manuals … Pacing GuidesTransportation of Materials to HSgive awaysdvd clips