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Schedule8:00 am Welcome, Goals & Objectives-C & I (10 mins)
8:10 am Superintendent (10 mins or TBD)
8:20 am Power Point-Principals (30 mins)
8:50 am Research-Chapters 2, 3 & 5-Teachers (45 mins)
9:35 am Break (10 mins)
9:45 am Jig Saw with New Group (60 mins)
10:45 am Jig Saw-Final Word (15 mins)
11:00 am Model Lesson - DAIT (45-60 mins)
12:00 pm Lunch (60 mins)
1:00 pm Planning By Grade Level/Dept-Teachers (60 mins)
2:00 pm Break (10 mins)
2:10 pm Cafeteria By Site Expectation, Principal’s ReportOut (60 minutes)
3:10 Closure and Evaluation (20 mins)
Goal: Participants will develop a deeper understanding of effective strategies to check for understanding in the classroom setting.
Checking for Understanding
Checking for UnderstandingObjectives for Today• Refine understanding of the theories related to Checking for Understanding• Analyze research on Checking for Understanding• Develop or refine skills to use oral language, questions and projects (Thinking Maps) to check for understanding• Develop a common language to discuss and apply Checking for Understanding strategies (oral language, questions and projects, Thinking Maps) in the classroom setting• Observe model lessons which have incorporated Checking for Understanding strategies• Plan lessons that incorporate Checking for Understanding•Site Expectations
Checking for Understanding1. Define checking for understanding2. List 3-5 strategies you currently use in
your classroom to check for understanding
3. How will systematic strategically planned checking for understanding, district-wide, impact student achievement?
Checking for Understanding
are keys to improving student achievement
Ongoing assessment
Timely feedback
Accountability
Instructional adjustments
Checking for Understanding• The Definition-Fisher and Frey• Formative• Examples–Oral Language–Questions–Projects and Performances
• Results
Checking for Understanding• Misconceptions About Checking for Understanding
Unqualified ResponsesCapable Learners Open Ended QuestionsOne student responds at a timeNo students respond at allParallel/unconnected conversations
Checking for Understanding
• Processing Research– Groups
K, 1st AND 7th - 12th ELA/Soc. Sci Chap. 2
2nd, 3rd, 4th, AND 7th - 12th Math Chap. 3
5th, 6th AND 7th - 12th Science, Music, Arts, JROTC, PE, Electives Chap. 5
Checking for UnderstandingProcessing Text-PLCP-Planning ApplicationsL-Learned Something NewC-Classroom Application I would like to try
Checking for Understanding
• Prioritize your top three P’s, L’s and C’s• Whip Around (P’s), (L’s) & (C’s)• How do you determine that your students
have learned what you have taught?• Discuss Classroom Applications for Checking
for UnderstandingImmediate Knowledge of Results Knowledge of Results
Checking for Understanding
Develop consensus on talking points and common language that will be used to present this chapter to other groups
Checking for Understanding•Planning •DAIT/Site Leadership•K – room _____•1st – room _____•2nd – room _____•3rd – room _____•4th – room _____•5th – room _____•6th – room _____
•ELA/SS – room _____•Math – room _____•Science – room _____•Music, Arts, JROTC, PE & Electives – room _____
Closure and Evaluation•Director of C & I, Malcolm Butler•Follow through dates•January 27th •January through June
•Evaluation
Facilitators• K – Sandi Butler-Roberts• 1 – Bob Bilek• 2 – Josie Koivisto• 3 – Kira Shirrer, Laura Mathews & Stephanie Hall• 4 – Jeremy James• 5 – Jeff Blansett• 6 – Dr. Omaira Lee• 7th – 12th ELA – Larry Brown, Dr. Marrio Walker• 7th – 12th Science – Eric / Lisa Schlehuber• 7th – 12th Math – Jerry / Lois Shaffer• 7th – 12th Social Studies – Stan • 7th – 12th Electives, PE, Music, JROTC – Max Friedman