Checking+for+understanding+and+engagement+strategies

= Checking for Understanding/Engagement Strategies  =

Qualities of a classroom with a high level of student engagement and achievement: v See student work v Scaffolds (develop with class) v Objectives posted v Lots of student interaction v Fast paced, sparkling What it is not v Rows v Silent v Teacher sitting v Passive v Not doing Engagement/Checking for Understanding Strategies Equity cards: · CST scores · District Benchmarks · Celdt scores Partnering A/B Choral reading · Vocabulary activity (details?) Quiet/Loud voice, · Variations: partner 1 loud the other quiet Repeat directions: everybody take 5 seconds to remember, then choose a student Pass the pen: cloze(use important curricular or vocabulary words, or students generate a list of words or thought regarding a topic. Or can use think/pair share, then write. Student responses in complete sentences (Can provide a visual or verbal frame for answers to assist students with form or on topic responses. The Success Story: analyze (a favorite one of mine) need help remembering Think time: 15 seconds Sharing out: use parameters (how long will they talk, how loud will they talk, carefully frame questions) Think, Write, Share TWS details please, the person next to them can then respond, or can help them hear Whip around: rapidly move around the room, ask the same question, time limit Echo: Repeat what the someone just said Drop in Reading: plan for an explicit goal; choose academic words, vocabulary words, key words Teacher reads, students track with fingers, when teacher pauses, students supply word Post it notes: love, question, what does it sound like, what does it feel like, what does it look like Time responses: Use a timer, count off with fingers silently, have cues for time left… Whiteboards: a way to poll students for understanding, use individually or as part of groups, quickly, 5 seconds to write, pens down, boards up Index cards: use the same way Exit tickets: students show work in order to leave Phone a friend: If a student can’t answer a question they must politely ask a friend for specific help, then when they receive an answer, they must specifically repeat it Give one take one: Students give one answer to partner, takes an answer, then they rotate; a variation have students take their hardest homework problem and their easiest Graphic organizer for pinwheel or take one give one


 * like ||
 * question ||
 * new idea ||

Pinwheel: variation students are an inner spoke of a wheel, and the outer spoke rotates, draw a diagram for students first, explain the rotation x’s and y’s, after 1 minute go 1 postion tot the left Ex: can debrief a homework assignment using a pinwheel discussion. Four corners: Call out numbers or letter for groups, no more than five, and have them meet at different locations of the room to share the information. Silent reading: Only short with a specific purpose framed for student (Strategy for breaking our groups) When I say your word __ please stand. Can be used for heterogenouse or homogenous groups Give two of the most important details: any strategy Novel ideas only: Can only use if the idea is new. Stand when you share, if you have that exact same idea, stand up when you hear it, then add something to it. Or share one of your two ideas. Tweaks: Read a short passage? Highlight one idea, everyone stands up with that idea. Each one adds. Maybe for the first share out choose a child with confidence Jigsaw: with experts- first give a topic, then have students generate answers first, then go into homogenous question group, next rotate and share. Question frames: something new, I agree with, question Direct instruction – use a graphic organizer, have students identify three different things, otherwise too passive maybe when evaluating three positives to one negative Complete this activity with equity cards. Share one thing learned about … variations
 * Read on your own
 * Share out with likeminded students
 * Recap
 * Share out as expert


 * Assigned to share ||
 * Other group members || Third group member information ||

Using media: use graphic organizers, ask students to identify three specific aspects of lesson, be careful about the passivity

= ** Additional Information ** = Some ways to organize groups AB… Numbers Birthdays : January birthdays stand up… February birthdays stand up… Odd/even Student choice Shortest Hair Tallest Student