Planning for CFUsPlanning for CFUs

Please have out:Please have out:-Laptop-Laptop

-Bloom’s Taxonomy Document -Bloom’s Taxonomy Document -Tomorrow’s objective or lesson planTomorrow’s objective or lesson plan

-Pick a partner for this sessionPick a partner for this session

Quick WhipQuick Whip

What are some questions you’ve asked your What are some questions you’ve asked your students?students?

What is the downside of having ineffective What is the downside of having ineffective CFUs (any questions?, does this make sense?, CFUs (any questions?, does this make sense?, basic fact recitation)?basic fact recitation)?

ObjectivesObjectives

Will understand the components of and Will understand the components of and benefits behind strong CFUsbenefits behind strong CFUs

Will understand levels of questioning and Will understand levels of questioning and strategies for asking questionsstrategies for asking questions

Will plan CFUs for a future lessonWill plan CFUs for a future lesson

Effectively Checking for CFUsEffectively Checking for CFUs Check Check allall students students: Consider different methods for : Consider different methods for

selecting student responses (whole class, targeted, random, selecting student responses (whole class, targeted, random, etc.)etc.)

Probe beneath the surfaceProbe beneath the surface: Consider different types of : Consider different types of questions (open, closed, etc.) and ask questions that will questions (open, closed, etc.) and ask questions that will tell you if, how much, and why students do or don’t tell you if, how much, and why students do or don’t understandunderstand

Ask often about the key ideasAsk often about the key ideas: Focus questions on what is : Focus questions on what is most critical to mastering the objective and ask questions most critical to mastering the objective and ask questions throughout the entire lessonthroughout the entire lesson

Respond instructivelyRespond instructively: Explain why a student response is : Explain why a student response is right or wrong and hold students accountable for high-right or wrong and hold students accountable for high-quality responsesquality responses

To what use can having frequent, To what use can having frequent, scaffolded CFUs be?scaffolded CFUs be?

To what use can having frequent, scaffolded CFUs To what use can having frequent, scaffolded CFUs be?be?

Determine extent of masteryDetermine extent of mastery Quickly assessing understanding so you can adjust Quickly assessing understanding so you can adjust

course quickercourse quicker Engage more studentsEngage more students Call on a variety of studentsCall on a variety of students Cause students to answer different types of questions Cause students to answer different types of questions

so they are thinking of materials in multiple ways up so they are thinking of materials in multiple ways up Bloom’s Taxonomy. Bloom’s Taxonomy.

ReflectionReflection

Reflect on your recent lessons and consider if Reflect on your recent lessons and consider if and how well you took the four steps outlined and how well you took the four steps outlined above to check for understanding. What did above to check for understanding. What did you do well, and what do you need to you do well, and what do you need to improve? improve?

Briefly note your thoughts. Briefly note your thoughts. Think, pair, share Think, pair, share

Bloom’s TaxonomyBloom’s Taxonomy

Why is this useful when you think of the types Why is this useful when you think of the types of Checks for Understanding you will ask?of Checks for Understanding you will ask?

Discuss the highest level to which you Discuss the highest level to which you regularlyregularly question your students. Discuss question your students. Discuss when during the lesson you ask these when during the lesson you ask these questions. questions.

Bloom’s TaxonomyBloom’s Taxonomy

http://http://www.nwlink.com/~donclark/hrd/bloom.htmlwww.nwlink.com/~donclark/hrd/bloom.html

Bloom’s TaxonomyBloom’s Taxonomy

What do you notice about the questions the What do you notice about the questions the higher you go on Bloom’s taxonomy? higher you go on Bloom’s taxonomy? (requires deeper understanding of the same (requires deeper understanding of the same concept, requires different types of thought, concept, requires different types of thought, etc.)etc.)

Ways to Ask CFUsWays to Ask CFUs Open Up Best Practice DocumentOpen Up Best Practice Document Take a look at these! Take a look at these!

Note: Checks for understanding are highly dependent Note: Checks for understanding are highly dependent on the context and content you are teaching. on the context and content you are teaching. However, there are several basic methods that will However, there are several basic methods that will help ensure that you are checking for understanding help ensure that you are checking for understanding of all students and responding appropriately, and of all students and responding appropriately, and these methods can be adapted to fit the particular these methods can be adapted to fit the particular needs of your lessons. Are there any other ways you needs of your lessons. Are there any other ways you can think of to CFU?can think of to CFU?

Mini-PracticeMini-Practice

Take one concept or problem that you will Take one concept or problem that you will teach your students soon. Create questions at teach your students soon. Create questions at each level of Bloom’s taxonomy for this each level of Bloom’s taxonomy for this situation. situation.

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Mini-PracticeMini-Practice

Take one concept or problem that you will Take one concept or problem that you will teach your students soon. Create questions at teach your students soon. Create questions at each level of Bloom’s taxonomy for this each level of Bloom’s taxonomy for this situation. situation.

Group Step BackGroup Step Back What was challenging about this? How was this What was challenging about this? How was this

similar to what you already do? How was this similar to what you already do? How was this different? How would this change how your different? How would this change how your classroom operates if you regularly scaffolded classroom operates if you regularly scaffolded questions up to high levels each day? questions up to high levels each day?

During which times in the lesson would you ask During which times in the lesson would you ask certain levels? What is the benefit of asking different certain levels? What is the benefit of asking different levels of questions at various points in the lesson? levels of questions at various points in the lesson? What is the pitfall of only asking questions at the end What is the pitfall of only asking questions at the end or beginning, or right before work time, or only or beginning, or right before work time, or only asking low level questions early and saving the high-asking low level questions early and saving the high-level questions for the very end? level questions for the very end?

Impacting Tomorrow- Putting Into Impacting Tomorrow- Putting Into PracticePractice

Using an upcoming draft lesson plan, revise or Using an upcoming draft lesson plan, revise or insert specific checks for understanding insert specific checks for understanding (including likely student responses and the (including likely student responses and the correct answers you are expecting), using correct answers you are expecting), using methods that reflect the elements of effective methods that reflect the elements of effective CFUs. Scaffold your questions throughout so CFUs. Scaffold your questions throughout so you are getting the extent of understanding. you are getting the extent of understanding. You may want to adapt a method or two from You may want to adapt a method or two from the “best practices.” the “best practices.”

Utilize One AnotherUtilize One Another

Share LP and CFUs with a partner. Give Share LP and CFUs with a partner. Give feedback (10 minutes)feedback (10 minutes)

Make revisions (10 minutes)Make revisions (10 minutes)

ClosingClosing

What was most challenging about thinking of What was most challenging about thinking of questions in this way?questions in this way?

To which level of Bloom’s will you struggle To which level of Bloom’s will you struggle questioning on a regular basis? What can you do to questioning on a regular basis? What can you do to remain consistent?remain consistent?

What impact will this have on your students’ What impact will this have on your students’ learning?learning?

What would prevent you from planning out CFUs?What would prevent you from planning out CFUs? What can you do to counteract this?What can you do to counteract this?

Other ResourcesOther Resources

http://www.teachingasleadership.org/execute-ehttp://www.teachingasleadership.org/execute-effectively/check-academic-understanding-e-3#ffectively/check-academic-understanding-e-3#toolstools