EXPLICIT DIRECT INSTRUCTION

CHECKING FOR UNDERSTANDING

http://www.mcsk12.net/aoti/ci/docs/ELA/ELAScopeSeq.pdf

“Any questions?” “Did you all get that?” “Everybody understand?” “Does that make sense?”

CHECKING FOR UNDERSTANDING “NO NOs”

A way to correct students’ misconceptions

Provides a good study skill model for students

Restate sections in their own words Ask themselves questions about the material Think of examples related to the material

A systemic approach to formative assessment

What CFU is

A final exam or state achievement test

What CFU is not

Align with enduring understanding (Wiggins & McTighe, 1998)

Allow for differentiation (Tomlinson, 1998) Focus on gap analysis (Bennett et al., 2004) Lead to precise teaching (Fullan et al.,

2006) Should become a routine part of teaching

(Schmoker, 2006)

CFU Should Do the Following

Every two – three minutes Every time you teach:

◦ A rule◦ A definition◦ A step◦ A strategy

When Do You CFU

Ask the question to the entire class Provide wait time before selecting a student

to respond Always call on random non-volunteers

Critical components of CFU

Cue: Use symbols, words or phrases to help students recall

Clue: Use overt reminders such as “Starts with…” Probe: Look for reasoning behind an incorrect

response or as for clarity when the response is incomplete

Rephrase: Pose same question in different words Redirect: Pose same question to a different

student Hold accountable later: Later in the lesson,

check back with students who respond incorrectly

Helping Students Who Respond Incorrectly

Teach FirstAsk a QuestionPausePick a Non-VolunteerListen to the ResponseEffective feedback (Echo, Elaborate, Explain)

TAPPLE

When the student’s response is correct When the student speaks in a soft voice

ECHO

When the student’s response is tentative or partially correct

ELABORATE

Actually re-explain when the student’s answer is incorrect

EXPLAIN

Give your teachers a test

Rigorous Lessons ask Students to:

EXAMINE CLASSIFY GENERATE SCRUTINIZE

PRODUCE DEDUCE ASSESS PRIORITIZE DECIDE

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY

EVALUATION

SYNTHESISANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

RIGOR is……Scaffolding thinkingPlanning for thinkingAssessing thinking about contentRecognizing the level of thinking students demonstrateManaging the teaching/ learning level for the desired thinking level

RIGOR is not…..More or harder worksheetsAP or honors coursesThe higher level book in readingMore workMore homework

A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE TO

TACKLE REAL-WORLD

PROBLEMS THAT HAVE MORE THAN ONE

SOLUTION

RELEVANCE IS THE PURPOSE OF THE LEARNING

ACQUIRE KNOWLEDGE

APPLY KNOWLEDGE

INTERDISCIPLINARYREAL WORLD

PREDICTABLEREAL WORLD UNPREDICTABLE

A Relevant Lesson answers:

• What am I Learning?

• Why am I learning it?

• How will I use it?

Evaluation 6

AssimilationC

AdaptationD

Synthesis 5

Analysis 4

Application 3

AcquisitionA

ApplicationB

Comprehension 2

Knowledge/ 1 Awareness 1

Knowledge in one discipline

2Apply

knowledge in one discipline

3Apply

knowledge across

disciplines

4Apply knowledge

to real-world predictable

situations

5Apply knowledge

to real-world unpredictable

situationsRelevance

Rigor

Rigor and Relevance Framework

A Students seek

information to answer

question or solve

problem

C Students reflect on the potential use of the new information as a solution

D

B

Students apply the information learned to answer the question or to solve the problem

Students test the relevancy of the information as it relates to the

question or problem

High

Low

RIGOR

Low High

RELEVANCE

Rigor/Relevance Framework

Rigor -

Critical Thinking

Motivation

Creativity – Innovation

-Problem Solving

Acquisition of

knowledge / skills

Relevancy -

Validation

Rigor/Relevance Framework

RELEVANCELow

StudentThinks

Student Thinks and Works

Teacher Works

Student

Works

Rigor/Relevance Framework