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Checking for Understanding

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Leah Hauge

on 21 November 2015

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Transcript of Checking for Understanding

Quick Strategies to Check for Understanding
Spring Tutoring Refresher April 26, 2014
Leah Hauge

What is Checking for Understanding?
Checking for Understanding is an important part of the teaching and learning process
Why should you CFU more often?
opportunity to provide feedback

confront misconceptions

allows you to make informed instructional decisions

increases student interaction
Exit Ticket
1) Read the cartoon and the question.

2) Talk to a partner about your ideas.

3) Share out with the whole group.

How do you know if your students are learning what you are teaching them?
Exit Ticket
What strategy will you try in your class?

How might you adapt it for your students?
Important to Remember!
Quick Checks for Understanding should happen
frequently during the lesson.

-Checking for Understanding should
inform your teaching.

-Checking for Understanding
allows students to show what they know!
Let's learn a few quick strategies that you can use over and over again to check for understanding!
Exit/Entry Ticket
S-O-S Summary
Strategies to Check for Understanding
What is Checking for Understanding?
Inside/Outside Circles
What is Think-Pair-Share?
How could you adapt this?
Lower Level ESL
Post a visual of the strategy to help introduce.
Write sentence prompts to help students share.

Higher Level ESL
Try a write-pair-share!
Ticket strategy happens at the end of class. Students respond to a teacher question that
focuses on the objective/s of the lesson.

Ticket strategy works the same, except the teacher asks students to write a response to a question at the beginning of class. This allows the teacher to adjust what they are teaching based on what students already know.

It's awesome because....
student responses allow the teacher to plan for the lesson.
it gives all students the opportunity to respond.
you can share the responses with other teachers!
it can be used as a warm-up while you're waiting for other students to arrive.
What are entry/exit tickets?
How could you adapt this?
Lower Level ESL
For beginning writers offer a prompt on the board or just ask them to give you a verbal exit or entry ticket!

Higher Level ESL
Ask them to respond to more than one question.
Inside Outside Circle is an activity that involves all students in the class and facilitates short exchanges between students. Students form inner and outer circles to answer questions.

How does it work?
Students use their thumbs to communicate their level of understanding.
How does it work?
How could you adapt this?
Lower Level ESL
Use a chart to introduce strategy and as a visual for students

Higher Level ESL
Post sentence stems to encourage students to articulate their understanding
How could you adapt this?
Lower Level ESL
Write sentence prompts to help lower level students ask/answer questions.
Place students with strong speaking skills in the outer circle and students with developing speaking skills in inner circle.

Higher Level ESL
Ask students to report out on what one of their partner said after the activity.
I taught Stripe how to whistle.
I don't hear him whistling.
I said I taught him. I didn't say he learned it.
Learning/Teaching Process
Teach New Concept/Content
Check for Understanding
Adjust instruction (re-teach, slow-down, more practice?)
Deeper Understanding of Content

Misconceptions are cleared up!
An S-O-S Summary is an assessment that can be used at any point in a lesson .
The teacher presents a statement (S), asks the student’s opinion (O) (whether the student agrees or disagrees with the statement), and asks the student to support (S) his or her opinion with evidence.

It's awesome because....

it can be used before, during or after a lesson to check student attitudes, beliefs, and knowledge about a topic.
it is excellent practice and preparation for future academic writing.
it requires students to support their opinions.

What is it?
How could you adapt this?
Lower Level ESL
Keep statements simple.

Higher Level ESL
Ask half of the class to agree with the statement and the other half to disagree with it; have students complete an S-O-S Summary from their assigned viewpoint . Then hold a debate
It's awesome because....
it can help students assess their level of understanding during a lesson.
the teacher can gauge levels of comprehension in a non-threatening way.
all students can participate.
It's awesome because....
it engages all students simultaneously.
pairs students with classmates who they may rarely work with.
students have multiple opportunities to practice a speaking objective.
the teacher can listen to check for understanding!
Students are asked to
about a question or statement quietly. Then, they
share with a partner or small group
. Finally, the teacher asks the class to come together to
share out
It's awesome because.....
provides think time to increase the quality of student responses.
students an opportunity to practice speaking skills.
the teacher can listen to many students' responses.
Think- Pair- Share example
It is ok to use a credit card to buy groceries.
"Checking for understanding is the teacher continually verifying that students are learning
is being taught
it is being taught."

Checking for understanding strategies make learning visible!

(Hollingsworth & Ybarra, 2009)

Adapted from:
Moss, C. M., & Brookhart, S. M. (2012). Learning targets: helping students aim for understanding in today's lesson. Alexandria, VA: ASCD.


Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.

Fisher, D., & Frey, N. (2007). Checking for understanding: formative assessment techniques for your classroom. Alexandria, VA: ASCD.

Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI) the power of the well-crafted, well-taught lesson. Thousand Oaks, Calif.: Corwin Press.

Moss, C. M., & Brookhart, S. M. (2012). Learning targets: helping students aim for understanding in today's lesson. Alexandria, VA: ASCD.
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