CHECKING FOR UNDERSTANDING…

KEEPING STUDENTS ENGAGEDCFU

Data Collection Results

Organizing Instruction and Study to Improve Student LearningA Practice Guide

This report was prepared for the National Center for Education Research, Institute of Education Sciences, under contract no. ED-05-CO-0026 to Optimal Solutions Group, LLC.

Recommendations1. Space learning over time. 2. Interweave worked example solutions with problem-solving exercises.3. Combine graphics with verbal descriptions. 4. Connect and integrate abstract and concrete representations of

concepts.5. Use quizzing to promote learning. 

5a.Use pre-questions to introduce a new topic. 5b.Use quizzes to re-expose students to key content. 

6. Help students allocate study time efficiently. 6a.Teach students how to use delayed judgments of learning to identify content

that needs further study. 6b.Use tests and quizzes to identify content that needs to be learned.

7. Ask deep explanatory questions. 

Why ask more and varied types of questions? Immediately verifies what

students know and understand.

Guarantees high student success.

Confirms that students know how to do the homework before being asked to do it.

Improves classroom discourse and dynamics.

How might you organizeCFU Whole Group Responses1. Choral response with the entire class

responding.2. Physical gesture with the entire class

responding.3. Use White Boards for all students to answer.4. Written response with all students recording

their answer while you move about the room.5. Use manipulatives or cards for all students to

answer the question.6. Technology provides student response

systems and other tools so that students can respond as a group.

CFU Small Group Responses Choral response from a small group of

students Think-Pair-Share

CFU with Individuals1. Call on a Non-volunteer2. Call on a Volunteer.

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) Ask a Question Pause Pick a Non-volunteer Listen for a Response Effective Feedback

CFU TAPPLE T Ask a Question Pause Pick a Non-volunteer Listen for a Response Effective Feedback

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) A Pause Pick a Non-volunteer Listen for a Response Effective Feedback

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) Ask a Question P Pick a Non-volunteer Listen for a Response Effective Feedback

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) Ask a Question Pause P Listen for a Response Effective Feedback

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) Ask a Question Pause Pick a Non-volunteer L Effective Feedback

CFU TAPPLE Teach First (If cognitively guiding a

lesson, define your problem here) Ask a Question Pause Pick a Non-volunteer Listen for a Response E

CFU TAPPLE

Teach first unless you are developing a lesson with cognitive guided instruction. Create questions that insure student

success. Provide clues or cue to help students

(sentence frames, word walls, cue charts, hand movements).

CFU TAPPLE

Ask a question about what you have just taught or to lead students into making a mathematical “Aha!”

Ask questions that…students understand,allows them to become successful

Do not ask questions such as… “Do you understand?” “Who does not understand?”

CFU TAPPLEPause for several seconds. Usually three to five

seconds (But this may need to be longer if students are struggling or have difficulty with language.) before selecting a student to think about an answer.

Fill this time by repeating the question, orWalk about the room to see how students might be

responding, orTake time to choose the name of the student you will

call on.Enhance the “Pause” with a pair-share.

Enhanced Pair Share Look your partner in the eyes Lean in to show your interest Lower your voice Listen Attentively

From Dr. Kate Kinsella

CFU TAPPLEPick three non-volunteers to answer your CFU

questions. Provide sentence frames to help EL students

answer.The first step of combining like terms is____________________ .

Word WallsHints and Clues Charts

How might you choose these students?

Using sticks Having a stick master Cell Phone Cards Ping Pong lottery Having one student call on another Random name generator Seating Chart

CFU TAPPLE

CFU TAPPLE

Listen to what students tell you. Is it correct, partially correct, or just plain wrong?

CFU TAPPLE

Effective Feedback Echo Affirmation Redirects Elaborate Deeper Questions Ask the student to clarify Explain

Lesson Title:___________________________________________________________

 Blooms Taxonomy:Knowledge: who, what, where, when,

nameComprehension: describe, summarize,

explain, discussApplication: apply, calculate, collect,

organizeSynthesis: demonstrate, illustrate, create,

debate, solveEvaluation: judge, rank, defend, justify,

rate, appraise 

Designing a LessonLearning Objective (skill-concept-context)

(measurable, tied to standards) CFU:What are going to do today? What are we going to (skill)? 

Designing a Lesson Concept Development (definition,

examples, non-examples, model, CGI, drawing)

  CFURestateApplyJustify

   

Designing a LessonSkill Development & Guided Practice

(steps or processes)  CFU (concept/LO)  

Designing a Lesson Independent Practice