Checking for understanding sometimes reveals a child doesn’t know the answer or doesn’t comprehend the question. Here’s a look at that and something you can say in that situation.
Checking for understanding sometimes reveals a child doesn’t know the answer or doesn’t comprehend the question. Here’s a look at that and something you can say in that situation. Using popsicle sticks to call on randon non-volunteers is an excellent way to check for understanding (CFU) during a lesson. You can use a number of things besides sticks, for example I use a deck of cards and the kids are numbered, but the important thing is that the kids do not know who’ll be called next and they must think you are doing it at random. I might say: “The kids in this picture are eating and laughing.” to a group of 1st graders. Then, I might explicitly show the way I know they are eating and laughing etc. After that I would say something like: “Ok, now I will ask you a question to check for understanding, the kids are eating and what else?” Then I would wait 3 seconds for each kid to summon the answer in her/his head and pull the card. “#13?” If 13 is silent or says she/he doesn’t know, this can mean one of several things. They may have understood but are unable to answer the question due to the way it was asked etc. One suggestion I have for you in this situation is to simply lookin them in the eye and say: “I’ll come back to you.”
This takes the pressure off the kid but keeps them paying attention because you have promised to come back. Here are some sample lessons.
What other things do you suggest when kids don’t know the answer?
Over the years I have become a huge fan of “guided practice.” It’s arguably the single most important part of my teaching. The reason for this is that I’ve seen amazing results from it.Guided practice is just that: guiding kids through practicing the standard. I call this step “welcome to my brain.” I preface it by telling the kids I have taken many tests to be successful in life. I establish myself as an “expert test taker.” Then I get them interested by showing them how I, the teacher, takes tests and scores high. I find the buy in to be almost 100%. I explain that each of us has a computer, our brain, where we do things a special way. They are usually very eager to see how I process things and then they can copy me. I also tell them in time they will have it memorized and if they want they can try their own way. Continue reading “Welcome to My Brain”
The step in teaching where you should talk about what students already know to make a connection.
I tell my kids they should love this part of the lesson because ?prior knowledge? means basically: ?Stuff they already know.? All I am doing here is getting them to fix on something they understand. I will use this quickly to bridge to what they have yet to learn. For example, if I am doing a lesson to 8th graders on consumer documents I can explain to them how skateboards come with a warranty.
I can get them very involved in sharing stories of ?prior knowledge? about pasts that have broken and got replaced within the terms of the warranty. Then I can bridge from that to the lesson objective which might be analyzing the various terms of a consumer document. The learning objective can be restated throughout the lesson reminding the students that each thing we are doing has a place in getting towards that learning objective. I thoroughly enjoy the elaboration from kids during ?APK? or activate prior knowledge. They have a lot of enthusiasm in telling me what they know. I think the ?dynamite? advice for this step would be to pick an APK subject that they know and enjoy. Getting kids comfortable at the beginning of the lesson through prior knowledge is a dynamite tool. Here are some sample lessons.
Kids remember things when they have relevance to their lives. Using creativity to come up with what multiplication facts are important will raise test scores.
The next step of EDI is importance. Before I learned EDI I always tried to infuse this into my lessons. Unfortunately, I didn’t always get to it. EDI makes it mandatory and I know why: it is very effective.
Kids remember things when they have relevance to their lives. Using creativity to come up with what multiplication facts are important will raise test scores. It should be part of every dynamite lesson you do. Think about your own motivation to do work: if it wasn’t relevant to money, sense of happiness, etc. would you still do it? I wouldn’t. Give your kids the reason(s) your learning objective is important. You will be astounded at the results. Here are some sample lessons using the step of importance.
In planning instruction toward a dynamite lesson plan, one extremely effective form of CFU is called curriculum mapping. It is referred to by many teachers as: “backwards mapping.” This can be used to strategically work toward test goals.
Backwards Mapping Requires Reflection
A Dynamite lesson plan is great, but we musn’t forget that assessment is a key part. In a given lesson plan format, such as EDI, it is often called CFU (Check for Understanding). As teachers, we need to know what stuents know when they know it.. EDI is a form of instruction. Today I am writing to you about planning instruction which is a “whole different animal,” as they say. Before the lesson plan, there must be backwards mapping.
Curriculum Mapping Requires Testing
Backward mapping requires a test. The test becomes the “data” for use in making a “backward map.” The test ideally is calibrated with the same standards as you plan to master with the students. Once you’ve given the test you can analyze the data by noting the percentage of accuracy on each standards. Depending on the teaching situation, you might decide standards that 70% of the class got correctly are no longer needed in your instruction. Whatever your lesson plan format, since we know the brain needs review you can always review that throughout the year.
Make the Map and Take the Road
The items where the students had less than a proficient percentage now become part of your instruction “map.” You then take those standards and create your instruction going forward. Let’s face it: no one wants their students to fail. This is an excellent way to focus on the toughest standards and guide your instruction to mastery of the concepts. This is a big job when you really get into it. That’s why I recommend doing it on a trimester or other periodical basis. Don’t do it nightly or even weekly. Wait for the data to be relevant, over time.
No Instant Gratification but …
Remember also that the brain likes small bites so resist the urge to re-teach it all at once. Teaching is a job of patience and tenacity not instant gratification. However, through setting goals and using strategies like backward mapping, we can experience the rush and satisfaction of seeing goals achieved.
If you use backward mapping or plan to implement it or something like it into your teaching, please let us know in the comments.
Unraavel is an acronym used by many teachers I know. It was created by Larry Bell and it has a specific goal to increase test scores. The second “a” stands for “Are you circling the keywords” and this step of Unraavel is really the most important when it comes to reading comprehension questions. Of course, I can only speak from my experience and my classtroom. My students are about half English Learners and almost 100% socioeconomically disadvantaged. Circling the keywords in the test questions guides their focus on “what to look for” back in the text.
I tell my students they have a better chance of hitting a target than just shooting with no target. The keywords may be chosen incorrectly at first, though the kids get wise quickly, but at least they are traveling back into the text with a compass of some kind. Choosing the right keywords can be fun when kids are rewarded for choosing good ones. Here is an example:
After reading a piece of text about the Incan Indians, a question on the test asks,
About how old was the Incan pottery?
The students would circle “how old” and “pottery.”
Now they are armed to go back into the text looking for these two keywords. I tell my kids they have most everything they need by finding keywords in the text. At that point they can find the exact answer in that context.
Unraavel is just one way to teach test taking strategies for standardized tests but I have found with my students in this given demographic, it is a very good one ideed.
Did you ever wonder what Monstessori believed? How about Waldorf and Reggio Emilia? I was sent this link and it’s a really helpful infographic for understanding all 3.
Click to Enlarge Image
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In EDI, “Learning Objective” is the beginning of the lesson. It should be stated clearly and the kids should show evidence of understanding by repeating it back and then answering as random non-volunteers. I usually write this on the board and explain any new or difficult words. Then I say it and have the class repeat it. You are establishing the goal of the lesson.
Series on EDI intro: Explicit Direct Instruction, or EDI, is a set of teaching strategies assembled by Data Works, a research company in California. I have been trained and certified as a trainer and have found it a great way to deliver effective lesson plans. It consists of steps which you will find in each post in the series here. I hope you benefit by the series. Please leave a comment, let’s have a dialog.
In the teaching method EDI, “Learning Objective” is the beginning of the lesson. It should be stated clearly and the kids should show evidence of understanding by repeating it back and then answering as random non-volunteers. I usually write this on the board and explain any new or difficult words. Then I say it and have the class repeat it. You are establishing the goal of the lesson. This helps the students mentally prepare for the lesson. Many times teachers do “forward questioning,” or, questioning without teaching. Forward questioning is a big no no. A clearly taught learning objective is the best weapon against it. Here are some teaching methods.
Even though EDI is the focus here, a learning objective is an excellent part of any lesson plan. You state what we will be doing and stay faithful to it through all stages of the lesson. It’s like a target guiding what you do and what you assess in the end. Now, onto the second step of my favorite method of teaching.
When you have gone through all the steps of EDI you arrive at closure. But wouldn’t you know it? There is still another step after closure but it doesn’t involve the teacher. It’s called Independent practice. This is where you release the kids independently to do a test or a worksheet. They show they learned the concept through that assessment piece.
Closure is simply checking for understanding (cfu) one last time. Throughout the lesson you should be using cfu to make sure the kids are there with you. As a teacher, you adjust your pace to reflect their needs. CFU is crucial the the dynamite lesson plan. CFU takes effort. It is something every teacher should use and use often. You simply go through the standard and ask questions to check they know it. If they don’t? RETEACH. If they do, go to independent practice. Here are some sample lessons.
Every new year teachers ask themselves “How should I put the chairs?” I know this because I have been a teacher for 13 years and I have seen the amazing difference desk placement and patterns can make in the classroom. I think what you decide to do depends a lot on what your goals are with the given group you have. And finally, the way you teach is very important to how you set the desks up.
If you look into my posts here on EDI and the CFU used in that teaching method you will see that pair share is frequently mentioned. There is a reason for this, I use it all the time. Often times kids can clarify new ideas to each other better than I can in my lesson. For this reason, it is important to me to put desks close enough so that they can engage in pair share. I used to think this could only happen with two desks connected at a time. Later, I tried it with 4 desks in a group. Pair share was not always happening in either of these groupings so I tried rows. These rows were just as conducive to pair share as the 2 by 2 setting. My conclusions? As long as students know who their assigned partner is, the desk arrangement matters little.
I used to think rows were the worst arrangement for behavior but the last two years have taught me differently. My conclusion is to try rows this year and make observations about it. Students don’t have a small ecosystem, like a group of 5-6, where they can be distracted. I know it sounds old fashioned but I have tried all the newfangled ways from the modern books. They work ok but just about as good as rows.
I could write on and on about this. I think it is pretty self explanatory what it means. My random non-volunteer calling system keeps them on their toes. At the same time, I value a setup that allows me to get across the room easily from any place. The kids learn quickly that I can get to them and there is less off-task time. However this is achieved is not important so play around with that axiom.
As many as there are ways to decorate your living room, so are there ways to arrange the desks in your classroom. The specifics are up to you. I value: access to pair share and teacher access to get across the room quickly. Of course there are individual concerns but for me and my year, these are what’s most important.