Checking for Comprehension
Greg Duncan Betsy Hart [email protected] [email protected]
Monday, November 18, 13
Presenta(on Overview
•What is STARTALK?•What STARTALK resources are available?
Monday, November 18, 13
Mission
to provide summer language learning opportuni(es for students and professional development opportuni(es for teachers in cri(cal languages
Monday, November 18, 13
Current STARTALK Languages• Arabic • Chinese • Dari • Hindi • Portuguese• Persian • Russian • Swahili • Turkish • Urdu
Monday, November 18, 13
STARTALK-‐endorsed Principles
• Implemen(ng a standards-‐based and thema(cally organized curriculum• Facilita(ng a learner-‐centered classroom • Using target language and providing comprehensible input for instruc(on• Integra(ng culture, content, and language in a world language classroom• Adap(ng and using age-‐appropriate authen(c materials • Conduc(ng performance-‐based assessment
Monday, November 18, 13
Using the Target Language
• 2010: professional development on the use of target language in the classroom• 2011: increased use of the target language, but limited checks for comprehension• 2012: professional development on checking for comprehension and produc(on of a video
Monday, November 18, 13
At the end of this session, you will be able to say, “I can . . .”
explain why checking for comprehension is essential
identify various types of strategies to check for comprehension
explain when specific strategies might be the most useful in checking for comprehension
Monday, November 18, 13
Comprehension Check
Scientists have invented a new airborne shuttle.
The invention has many sophisticated working parts, including a ding alarm.
The new invention is expensive but will be bought by the government.
Monday, November 18, 13
Did you understand the lesson you saw on the video?
Were you able to answer our questions?
In your classroom, is it possible for your students to answer questions without understanding?
Give a partner an example of when this could happen.
Monday, November 18, 13
Did the teacher check for comprehension?
YES = Arms UP
NO = Arms straight out front
Monday, November 18, 13
Do you think the teacher knew which students knew the answers and which ones didn’t?
• If yes, how did he know?• If not, why did he not know?
What did the teacher learn from the answers students gave?
What was NOT possible for him to learn based on his selection of this particular strategy?
Monday, November 18, 13
Some of the strategies we used required no language.
Some of the strategies required limited language.
Some of the strategies required extended language.
What is useful about this strategy and why?
Did you notice . . . ?
Let’s take a closer look at each of these types of comprehension checks
Monday, November 18, 13
More Strategies to Check for Comprehension
Non-Verbal Strategies
Student facial expressions and body language
Monday, November 18, 13
Even MORE Strategies to Check for Comprehension
Oral Production Strategies
Either/or
Fill in the blank
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Numbered Heads Together
Why is Numbered Heads Together a useful check for comprehension?
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3 big ideas I heard today
2 strategies I will use right away
1 “ah-ha” moment
Reflecting
Monday, November 18, 13
As this session ends, I can . . .
explain why checking for comprehension is essential
identify various types of strategies to check for comprehension
explain when specific strategies might be the most useful in checking for comprehension
Monday, November 18, 13
Checking for Comprehension
Greg Duncan Betsy Hart [email protected] [email protected]
Monday, November 18, 13