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1.     Priscilla Domingo

2.     The strategies I identified was “I do, We do, You do, work, and think aloud.

3.     The teacher did scaffolding during her teaching. She first taught them about a loud during reading.  Then she allowed students to work together and worked together on a diagram. She checking in with them to go over content and then she released them so they could apply what was learned on their own.

4.     Lastly to check for understanding the teacher walked around the class and continued to check to make sure students were on topic. This allowed the teacher to ensure the learning was obtain by listening to the conversations that occurred.

5.     A strategy I liked in this video was the spoke diagram. This helped the students organize their thoughts about the text that was presented to them.

6.     Link https://www.weareteachers.com/ways-to-check-for-understanding/

7.     I choose this link because it gives educators different ways to check in for understanding. Different ways were using technology and fun forms such as kahoot, google forms and such. It also described to give students physical response and allowing them to use their bodies. An example of this was using hand motions to answer true or false question.

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1. Marcelina Garcia
2. The teacher is modeling by thinking aloud and giving specific directions. She is telling them what she is thinking gas a reader, so that her students know what they should be doing. She then invites students to follow along while she reads. She follows the I do, we do, ya’ll do, you do steps.
3. She scaffolds through the I do, we do steps of the explicit instruction model. She invites student to collaborate with each other which adds additional support.
4. After the we do portion of the teacher brings them back together to share what they came up with in order to address any misconceptions and to see where they are.
5. Are there any other actions or strategies you noticed that are not included in the articles? I noticed instead of jumping to independent practice after the we do portion, she allows students to work with a partner as extra support.
6. I chose this because it had google forms as an option to check for understanding. I am familiar with this website and I like that it's quick and simple. I think it's a good way to ask a question and have students submit it.

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It's so important to stop frequently during your lessons to check for understanding with your students. After all, is there a worse feeling than being met with blank faces after you've delivered an entire lesson? Use these strategies throughout the day to make sure everyone is on track. Here are twenty fun and simple ways to see who's good to go, who's almost there and who needs some one-on-one.

1. Use technology.

Source: The Primary Peach

One of the quickest ways to check for understanding is to have your kids hop on their device and use one of the awesome tech tools like Quizlet, Kahoot or Google forms to show what they know.

2. Ask open-ended questions.

Source: Ciara O'Neal

If you ask yes/no questions to check for understanding, some students may default to yes because they don't want to admit that they're not quite there yet. Asking open-ended questions requires a little more thought and helps draw out where they really are.

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3. Ask students to give a physical response.

Image source: YouTube

This can be a fun way to end a lesson, and students love it! Ask students to do something like put their hands on their head for yes and stand on one leg for no. Or ask a question and tell students to clap once if the answer is true and do jazz hands if it is false. Use your imagination and change it up each time.

4. Use emojis.

Source: Teach and Shoot

Prepare cards to leave at students' desks like the one above. Let students attach their clips to show their level of understanding.

5. Ask questions "on the fly."

Stop frequently to ask questions as you go through your lesson. See if students can make connections, define words, answer questions and explain concepts. Make it a natural part of your process so that your students will know they are coming and pay attention.

6. Use checkmarks.

Source: Mrs. Beattie's Classroom

Take a page out of The Daily Five 's book and create these checkmarks to help your students remember to check for understanding as they read.

7. Show your thumbs.

Source: Shutterstock

Sometimes all it takes is a quick thumbs up or thumbs down (or even thumbs sideways) to make sure your students are all still on board. Stop frequently to check in and have your students hold them up high so you can take account.

8. Use exit tickets.

Source: Mr. Elementary Math

Download this cute freebie to create these exit tickets. Students can write the question of the day at the top and turn in their responses on the way out.

9. Flash whiteboards.

Image source: Pinterest

Ask one quick question that shows students are keeping up and have them write their answers on individual whiteboards. Do a quick sweep before they put them down. Pull any students together that still need more and re-teach.

10. Give it a four-finger rating.

Source: Mrs. Wheeler's First Grade Tidbits

Teach your students this quick check method and check in often to see where everyone stands. Pair up students who flash a 3 or 4 with students who flash a 1 or 2.

11. Do a Quick Write.

Source: Sly Flourish

Ask just one question and have students jot a quick paragraph on an index card to show that they understand. Have them share their answer with a partner or collect the cards to review for the next day.

12. Post your name on the stop sign.

Source: Musings From the Middle School

This teacher blogger asks students to check for understanding by writing their name on a post-it, then attaching it to the stoplight on the appropriate color. She then groups students who need re-teaching and advises students who are ready to move on.

13. Give them a Yes/No question.

Check for understanding by asking students to flash a red piece of construction paper for no (they need a little more explanation) or a green piece of construction paper for yes (they get it and are ready to move on). Alternatively, laminate squares of red and green construction paper and glue them back to back to large popsicle sticks to make paddles for your students to show.

14. Do a self-assessment.

Source: Not So Wimpy Teacher

Download this free resource and print up a stack of self-assessment cards in different colors for different subjects. Pass them out as exit tickets to plan for the next lesson period.

15. Draw a T-chart.

Ask your students to tell you five (or whatever number you think is sufficient) things they learned from the lesson. Have them make a T-chart and on the left-hand side write a fact or opinion, and on the right side, give evidence to support their fact or opinion.

16. Do a quick sort.

Source: The Science Penguin

Ask one question that you feel shows an understanding of the concept you are teaching. Have students write their answers on cards and collect them. Sort cards into piles: Got it, Almost There, and Re-Teaching Needed. Divide students into groups based on their answers and keep teaching.

17. Pick a card, any card.

Source: Upper Elementary Snapshots

Print these free cards, laminate them, and connect them together with a ring or twist tie. Give one copy to each student to keep on their desk. When it comes time to check for understanding, students can just flip to the appropriate card, and you can do a quick check by color to see who still needs help.

18. Display mini flip charts.

Source: The Elementary Math Maniac

Make your own or if you're not the crafty sort, buy 12 of these desktop flip charts for $16.49 from Really Great Stuff.

19. Use cooperative learning structures.

Source: 4th Grade Racers

This teacher/blogger uses cooperative learning structures to check for understanding in a fun and engaging way.

20. Reference this chart.

Source: Mia MacMeekin

This amazing infographic shows all kinds of imaginative ways to check for understanding. Print out a copy and display it in your classroom for inspiration.

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Avoid the sea of blank faces at the end of a lesson with these teacher-tested and easy-to-use ways to check for understanding.

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1. Vanessa Cortez
2. The strategies I identified in the video were modeling, think-aloud, and scaffolding. The teacher used the "I do, we do, you do" Strategy.
3. Yes, the teacher scaffolded the content. First, she modeled how she did the think-aloud and filled the diagram. Then, she gave the students the opportunity to work in partners and have a discussion.
4. The teacher checked for understanding by walking around and listening to students' conversations. That way she was able to see what was working and what was not working.
5. Another strategy I noticed was the spoke diagram that helps students break down the text and comprehend the material they are reading.
6. Link above.
7. I chose this link because I have used it in the past. It is a fun way to "quiz" students about what they have been learning. It is not a formal assessment but it still helps the teacher see where students are. In this website, teachers can create a personalized quiz (game) based on the content that has been taught.

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The evidence is in the practice

ESSA Level 3 correlation evidence in math and ELA, earned by teachers running frequent formative assessments.

When teachers run 30+ formative questions a week, the research is clear: they get more data-driven, their students get more engaged. Wayground is built to make that practice enjoyable ot run, attainable to fit a class period, and habitual enough to last past September.

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Quizizz is now Wayground | Teacher AI and Resources

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Find standards-aligned resources that engage every student. Wayground (formerly Quizizz) helps teachers differentiate instruction with AI and track student progress.

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1. Juliana León
2. The strategies I identified was: "I do, We do, You do," partner work, and thinking aloud
3. The teacher did scaffold the content by using the "I do, We do, You do" strategy. First she showed how she thought aloud when doing the reading. Then students worked together to do a diagram. Finally the students should be able to apply what they learned on their own and with other readings.
4. To check for understanding the teacher walked around the classroom while students worked together. By doing so the teacher was able to hear and see what students were doing. That gives teacher an idea of what students know the material and which students may need additional scaffolding.
5. A strategy I noticed was the spoke diagram. This helped students organize the text they read.
6. Link above
7. I chose this link because of a strategy called "turn tables." This strategy has students test the educator by creating their own quiz relevant to what has been taught. The more difficult questions that students create, shows a higher level of understanding of the topic.

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8 Ways to Check for Student Understanding | Teach For America

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Compelling explanations on complicated topics may result in some engaged, nodding heads from your students, but overall class comprehension can sometimes be difficult to measure. There are several ways to be assured your students are understanding the information you’re delivering. (And they don’t r…

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1) Sara Bernhardt

2) A strategy that I identified in the video that the teacher was doing was “I do, we do, you do.” The teacher was doing this to check for understanding and then when doing independent work students were able to apply what they learned.

3) The teacher did scaffold the content. In the start of the lesson she does a think aloud with the students. Then moved into parenter work where she had students read the content together. Whether it be popcorn style, coralie or read in their heads. She gives students an opportunity to compherhead the reading with the partners.

4 &5) The checking for understanding strategy that the teacher used when she goes around group to group asking questions about the content. From that she is able to take what is not understood and reteach it as a way to help the students.

6) I attached the link above.

7) I picked this article because not only does it include the teacher understanding what the students are learning. However, it helps with the students having the opportunity to explain if they understand the content or not.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

Bob Daemmrich / Alamy Stock Photo

Using formative assessments designed to check for understanding and provide students with feedback and support is one of the most effective ways to improve and enhance student learning. Yet because of the need to cover large amounts of information and develop many skills, teachers may not take time checking to make sure students understand a concept or can effectively apply a skill, and, if they don't, figuring out ways to improve their learning.

Thankfully, there are practical, proven formative assessment techniques that teachers can use as a quick "pulse check" to gauge students' understanding. The eight techniques here can be applied across grades and subject areas in virtual, hybrid, and in-person learning environments.

The results of these checks should not be graded since the purpose of formative assessment techniques is to obtain feedback to use in improving teaching and learning, not to evaluate learning. It's important that students understand the purposes of these techniques, that mistakes are OK-and even expected-and that they will not be graded on their responses.

Thumbs up: I understand _____ and can explain it in my own words.

Wave hand: I'm not completely sure about _____ and doubt I could explain it.

Thumbs down: I don't yet understand _____ and cannot explain it.

Ask students to display a designated hand signal to indicate their degree of confidence in their understanding of a concept, principle, or process. For example:

Self-assessment and self-reporting can be unreliable, so use a random calling technique to periodically select students with their thumbs up (e.g., pull names out of a bowl) and ask them to explain.

In virtual learning environments, students can signal on camera or post designated emojis to signal their understanding levels.

Present students with a few binary-choice statements or questions containing an understanding or a common misconception and have them select a response (e.g., True or False, Agree or Disagree) and share it via a whiteboard, cell phone app, or hand signal (e.g., thumbs up or down). This efficient technique is particularly effective to use in checking students' prior knowledge or potential misconceptions before beginning new instruction.

True/False: When dropped from the same height, a bowling ball will land before a marble.

Agree/Disagree: Is this an example of alliteration?

Here are a couple of "choosing" formats with examples:

In virtual learning environments, students can use the chat box feature to record their choices, or respond to a poll.

3. Picture It

Draw a visual web of factors affecting plant growth.

Develop a concept map to illustrate how a bill becomes a law.

Create a story map or sequence diagram showing the major events in the story.

Visual representations, such as graphic organizers and concept maps, are widely used to enhance learning, and can also be used as formative assessments. Have students create a visual or symbolic representation (e.g., a graphic organizer, web, or concept map) of information and abstract concepts and then be prepared to explain their graphic. Picturing techniques are especially useful to see if students understand how various concepts or elements of a process are related.

In virtual learning environments, students can post their visuals on a Google slide or Pinterest board, or in Nearpod or Jamboard.

4. Troubleshoot It

1. Identify the flaw or error, and (even better)

2. Correct it.

One of the most efficient and effective quick checks for understanding involves troubleshooting. Present students with a common misconception or a frequent procedural error. See if they can:

Present a rough draft of writing and ask students to serve as an editor to mark compositional and grammatical errors.

Have students review work on a multistep word problem to identify computational mistakes and reasoning errors, and correct them.

In a photography class, show photos reflecting common compositional errors or flawed exposure or lighting, and have students recommend needed corrections using photo editing software.

Their responses will provide a quick check of the depth of their understanding.

5. Summarize It

Compose a tweet in 280 characters or less answering the question: What is the big idea that you have learned about _____?

Record a one-minute podcast or vodcast using an app on a smartphone or tablet to summarize the key concepts from one or more lessons.

Prepare a weekly letter to your teacher (or parents) summarizing something that you now understand as a result of your learning during the past week.

Here are a few examples of this technique:

Create a "real life" word problem to see if other students understand how to calculate surface area.

Locate a news article or blog post that presents an example of the tension between individual rights and the common good.

Find examples of symmetry somewhere in our school or on the playground.

Understanding is revealed when students can transfer their learning to new situations. Accordingly, one of the best checks for understanding is to see if students can apply material in a somewhat novel context. This technique includes asking students to find or create new and novel examples to illustrate a newly learned concept.

Develop a five-minute lesson to teach a younger student about how supply and demand can affect the price of things. Use one or more specific examples that we have not discussed.

Your friend has been absent and missed the last two lessons where you learned about community helpers. Draw a picture of at least five helpers in our community to help them understand the concept of a community helper.

This is a more involved, but valuable, formative assessment technique. Ask students to teach a new concept or skill to someone else-a new student, a student who has just returned from absence, or a younger child. You'll be able to gauge their degree of understanding as you review or observe their lesson. Here are two examples:

In virtual learning environments, students can record a lesson using a laptop, tablet, or cell phone camera.

8. Analogize It

A more sophisticated technique invites students to develop an analogy or metaphor to illustrate a newly learned concept or skill. The effectiveness of their explanatory analogy or metaphor can give you insight into their understanding. However, be cautious when interpreting student responses to this technique-a student may very well understand a concept but be unable to generate an appropriate analogy. Asking students to explain their analogies will give you further insight into their understanding.

A fraction is a part of a whole like a wheel is a part of a bicycle.

Formative assessment is like tasting a meal while you're cooking because it provides feedback that a cook can use to make adjustments to improve the meal.

Here's a prompt for students: A _____ is like a _____ because _____.

Students can also create visual analogies (combining techniques 3 and 8). In virtual learning environments, students can post their analogies and metaphors in a chat box or on a Google slide or Pinterest board.

Note: Several of these techniques (especially 1, 2, 5, and 8) can be naturally used in conjunction with another popular formative assessment technique-an exit card-given to students at the end of a class period or end of the school day.

While these techniques can provide valuable information about the effectiveness of teaching and the quality of students' learning, they're not ends in themselves. Instead, they should be seen as the first step in a " feedback cycle." The next step is to act on that feedback-reteaching something that many students failed to learn; correcting misconceptions that may be revealed; and/or providing scaffolded support to students who need it. Moreover, when students are given feedback, they must also be given opportunities to use it, such as revising their work, practicing the skill, or correcting errors. (Getting feedback without a chance to use it is like eating without digesting!) Then, the formative assessment cycle reboots as revisions can be assessed again, with progress noted and new learning goals set.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

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1. Liliana Moore

2. The strategies that I saw in the video were “I do. We do. You do.” As well as using a graphic organizer, modeling, and scaffolding.

3. Throughout the lesson, the teacher scaffolded by reading to the students, as she read she stopped reiterated what was just read. During her lesson, she modeled what was important information to her on the “spoke diagram.” During the “we do” part she included time for small group work which they read together and had a discussion.

4. Strategies that the teacher used to check for understanding were to consistently reiterate what the students were discussing in their small groups while having a whole group discussion. By using the CFU she made sure the students were on the right track before continuing.

5. I think graphic organizers are great for identifying the important information in a text.

6. Link above

7. From Edutopia, the author mentions how something as simple as drawing can be an effective tool to check for understanding. The video “The Powerful Effects of Drawing” mentions that when students are drawing what they know they tap into 3 different learning styles, such as kinesthetic, visual, and linguistic. It is important to note that students don’t have to be perfect at drawing, to start they can create very simple drawings. The video also suggests using interactive notebooks where students don’t only have to take notes but also can do more. Students can test their understanding in many ways other than taking tests.

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The Powerful Effects of Drawing on Learning

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In the lesson that was presented, Megan Montgomery employed a variety of strategies that support students’ learning. Chiefly, the lesson hinged on the use of a graphic organizer referred to as “the spoke diagram.” It’s a graphic organizer that allows the students to identify the main point of a text, and to support that main point with details and subpoints. I also noticed that Megan also utilized these teaching techniques: thinking aloud while reading, pair-sharing after reading, and allowing the students to read in a variety of fashions (popcorn reading, choral reading, and silent reading).

Megan scaffolded her social studies lesson. She employed the 3D method, which is the I Do, We Do, You Do scaffold. In this  lesson, Megan first modeled the use of the spoke diagram while she read her text. As she read, she used a think-aloud technique to show the students how a good reader thinks as they read. By utilizing these two methods, the students were shown how to complete the desired objective. That objective was to fill in a spoke diagram with information from an assigned text. After modeling, Megan allowed students to practice their skills in pairs. In these pairs, the students would read a text and then fill out the spoke diagram together. That would constitute the “we do.” Megan would circulate the room and intervene as necessary. Thirdly, she would have students practice this task independently, so that she could then discern what the students know on their own.

During this lesson, one of Megan’s primary strategies for checking understanding was to revolve around the room and to listen in to what the pairs were saying. She would look for misconceptions, the ways students are thinking, and she would listen in to ensure the students are on the desired path. After listening in to group discussions, Megan would bring the class back together to summarize what the groups had just done and to allow groups to share.

The strategy that stood out to me the most as new would have to be the spoke diagram. It’s basically a web diagram or a bubble diagram. What made it so powerful, though, was the scaffolding that paired with it. Megan was fully aware that the usefulness of this diagram method will only be useful to the students if they observe and indeed learn how to use it.

The resource I linked here describes a stop light method of checking for understanding. In this method, students write their name on a sticky note, and then they place that sticky note in one of three categories. Being in the green category shows that the student understands and is ready to move on. Being in the yellow category says that the student needs a little bit of help before moving on. The red category states that the student does not understand and requires help before moving on.

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It's so important to stop frequently during your lessons to check for understanding with your students. After all, is there a worse feeling than being met with blank faces after you've delivered an entire lesson? Use these strategies throughout the day to make sure everyone is on track. Here are twenty fun and simple ways to see who's good to go, who's almost there and who needs some one-on-one.

1. Use technology.

Source: The Primary Peach

One of the quickest ways to check for understanding is to have your kids hop on their device and use one of the awesome tech tools like Quizlet, Kahoot or Google forms to show what they know.

2. Ask open-ended questions.

Source: Ciara O'Neal

If you ask yes/no questions to check for understanding, some students may default to yes because they don't want to admit that they're not quite there yet. Asking open-ended questions requires a little more thought and helps draw out where they really are.

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3. Ask students to give a physical response.

Image source: YouTube

This can be a fun way to end a lesson, and students love it! Ask students to do something like put their hands on their head for yes and stand on one leg for no. Or ask a question and tell students to clap once if the answer is true and do jazz hands if it is false. Use your imagination and change it up each time.

4. Use emojis.

Source: Teach and Shoot

Prepare cards to leave at students' desks like the one above. Let students attach their clips to show their level of understanding.

5. Ask questions "on the fly."

Stop frequently to ask questions as you go through your lesson. See if students can make connections, define words, answer questions and explain concepts. Make it a natural part of your process so that your students will know they are coming and pay attention.

6. Use checkmarks.

Source: Mrs. Beattie's Classroom

Take a page out of The Daily Five 's book and create these checkmarks to help your students remember to check for understanding as they read.

7. Show your thumbs.

Source: Shutterstock

Sometimes all it takes is a quick thumbs up or thumbs down (or even thumbs sideways) to make sure your students are all still on board. Stop frequently to check in and have your students hold them up high so you can take account.

8. Use exit tickets.

Source: Mr. Elementary Math

Download this cute freebie to create these exit tickets. Students can write the question of the day at the top and turn in their responses on the way out.

9. Flash whiteboards.

Image source: Pinterest

Ask one quick question that shows students are keeping up and have them write their answers on individual whiteboards. Do a quick sweep before they put them down. Pull any students together that still need more and re-teach.

10. Give it a four-finger rating.

Source: Mrs. Wheeler's First Grade Tidbits

Teach your students this quick check method and check in often to see where everyone stands. Pair up students who flash a 3 or 4 with students who flash a 1 or 2.

11. Do a Quick Write.

Source: Sly Flourish

Ask just one question and have students jot a quick paragraph on an index card to show that they understand. Have them share their answer with a partner or collect the cards to review for the next day.

12. Post your name on the stop sign.

Source: Musings From the Middle School

This teacher blogger asks students to check for understanding by writing their name on a post-it, then attaching it to the stoplight on the appropriate color. She then groups students who need re-teaching and advises students who are ready to move on.

13. Give them a Yes/No question.

Check for understanding by asking students to flash a red piece of construction paper for no (they need a little more explanation) or a green piece of construction paper for yes (they get it and are ready to move on). Alternatively, laminate squares of red and green construction paper and glue them back to back to large popsicle sticks to make paddles for your students to show.

14. Do a self-assessment.

Source: Not So Wimpy Teacher

Download this free resource and print up a stack of self-assessment cards in different colors for different subjects. Pass them out as exit tickets to plan for the next lesson period.

15. Draw a T-chart.

Ask your students to tell you five (or whatever number you think is sufficient) things they learned from the lesson. Have them make a T-chart and on the left-hand side write a fact or opinion, and on the right side, give evidence to support their fact or opinion.

16. Do a quick sort.

Source: The Science Penguin

Ask one question that you feel shows an understanding of the concept you are teaching. Have students write their answers on cards and collect them. Sort cards into piles: Got it, Almost There, and Re-Teaching Needed. Divide students into groups based on their answers and keep teaching.

17. Pick a card, any card.

Source: Upper Elementary Snapshots

Print these free cards, laminate them, and connect them together with a ring or twist tie. Give one copy to each student to keep on their desk. When it comes time to check for understanding, students can just flip to the appropriate card, and you can do a quick check by color to see who still needs help.

18. Display mini flip charts.

Source: The Elementary Math Maniac

Make your own or if you're not the crafty sort, buy 12 of these desktop flip charts for $16.49 from Really Great Stuff.

19. Use cooperative learning structures.

Source: 4th Grade Racers

This teacher/blogger uses cooperative learning structures to check for understanding in a fun and engaging way.

20. Reference this chart.

Source: Mia MacMeekin

This amazing infographic shows all kinds of imaginative ways to check for understanding. Print out a copy and display it in your classroom for inspiration.

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Avoid the sea of blank faces at the end of a lesson with these teacher-tested and easy-to-use ways to check for understanding.

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1. Maria Lopez

2. The strategies the teacher used were "I do, We do, You do," asked questions, and scaffolded.

3. Yes, the teacher scaffolded the content using the " I do, We do, You do" strategy. She first showed them how to do the activity by being a think-aloud reader. As she read, she pointed out what she saw. After she paired up students and they read aloud to each other and discussed the reading.

4. The teacher checked for understanding by going around the class and asked the groups questions. She also checked for understanding by asking the class to share thoughts about the reading.

5. The teacher also showed the students how to create and fill out a spoken diagram. It helps students see a visual of how to organize ideas.

6. Link

7. I chose this article because it includes many strategies to check for understanding. The strategy that caught my attention is "Glass, Bugs, Mud." Teachers can check for understanding using the windshield metaphor for clear vision. Glass: totally clear; bugs: a little fuzzy; mud: I can barely see.

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1.  Alondra Ayuso

2. The strategies the teacher used were “ I do, We do, You do,” read/ thinking aloud, partner work, and “spoke” diagram. These strategies were used to model, scaffold, and checking for understanding.

3. Yes, the teacher scaffolding the content by using the “ I do, We do, You do” strategy. First, she read aloud to the students and stopped to talk about what she was thinking as she read. The teacher shows the students how to fill out the “spoke” diagram by breaking down the text into main points. Students will know how to use the diagram when they read on their own.  Next, she had the students pair up to work together to read aloud and discuss the story. Lastly, students can read on their own and apply the strategies they learned in the lesson.

4. During partner work, the teacher used formative assessment by walking around the classroom, listening to the student’s ideas, and asked questions. Using this strategy the teacher has a glimpse of the students that still need scaffolding. She then can re-teach before moving on.

5. Reading/thinking aloud is a great strategy for students to learn how to think while they read on their own. I think this will help many students with trying to find out major points in books.

6. Using Games for Classroom Assessment

7. This link talks about using games to check for understanding. Teachers can make up their own games or use online games to access the students. The video gives ideas of how teachers can use different games to assess their students. Students love games and it is a fun way for students to show what they know. Students won’t even know they are being assessed.

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1. Nicole Steele

2. In the video some of the strategies that I identified included a graphic organizer, reading  think aloud, the I do, we do, you do strategy and think-pair share.

3. Yes, the teacher scaffolded the content in this lesson using the I do, we do, you do strategy. She first started by modeling for the students how to use a graphic organizer and also what they should be thinking about in order to fill out their graphic organizer as they read. Then after she models what she wants the students to do she then has the students to work together in pairs. While they are in pairs they read the text together and then talk about what they want to put in their graphic organizer and complete it together. After the “we do” part of the lesson she then brings the class back together to share their thoughts and answers so that the teacher can correct any misconceptions or mistakes before trying it on their own.

4. Some of the strategies that she used to check for understanding was having the students share with the class what they worked on in pairs and when the class is working she is always walking around monitoring students thought process. From these CFU strategies the teacher can learn which students are understanding the lesson and which ones are struggling and need more support. While checking for understanding during the lesson she is able to correct their thinking instead of waiting until the end of the lesson and then realizing that they didn’t understand anything. She is constantly checking for understanding throughout this lesson.

5. One strategy that she used that I didn’t see mentioned in the articles was when she just walked around the classroom and listened to what her students were talking about and mentioning in their discussion. Just listening aloud her to see if her students thinking was on track or if she needed to step in to help guide their thinking.

6. https://creativeaslteaching.com/out-of-the-ordinary-comprehension-checks/

7. I selected this link because it had two strategies that were not mentioned in any of the videos that I thought were really good ways of checking for understanding. The first strategy was to draw pictures of what the students had learned. I think this is a great way for students to really show what they have learned in an enjoyable way. Drawing pictures to show what you have learned is not an intimidating assessment but can also show the teacher what the students are learning or have taken away from the lesson. I also really liked the strategy word clouds. The words that they use in the word cloud can help us understand as teachers what the students took away from the lesson and it can also help with developing a richer vocabulary as they have to find many different words to describe what they learned.

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1. Elizabeth Villagomez

2. A strategy I identified in the video was the spoken diagram. According to the teacher, the spoken diagram allows students to organize information from what they are reading. The graphic organizer help them to organize the text in their heard.
3. The teacher scaffolded the content in depth. She used the “I do, we do and you do method. Then the “I do”  (which is the demonstration) the teacher models to the whole class how the activity should be done. Then she moved to “we do” where students in pairs read, and talked about it. After that the whole class comes together and shares what they think about it, and you do. That helps students to have more ways to understand the topic in depth.

4 &5 . A strategy she used for checking student’s understanding  was to listen. She  walked around the class and asked students what they thought about the text. She learned that using CFU strategies she can identify any misconceptions  where the students are and can help with those misconceptions and guide them to the main objective. In this case to think the way she wants them students to be thinking.

6. I attached the link above

7. I chose this video because it provides different scaffolding strategies for different types of learners such as visual and auditory learners. The “cover right check” is an interesting strategy because it is easy for students to learn their vocabulary words.

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How to Scaffold for Student Success Part 1

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1) Michael Adachi
2) I noticed that she first demonstrated "I do", then "we do" and finally "you do".
3)The first strategy I noticed was that she said out loud what she was thinking while reading the book. This is to help provide a model of what to look for when reading. She then lets the class read with a partner and finish the comprehension strategy. Then class then gets to share any thoughts when they regroup. The last step is you do.
4) One way she checked for understanding is by asking questions when the students were reading together. She also asked the class to participate and discuss thoughts about the book. This helps her make sure the class understands the story.
5) I thought the graphic organizer was a great idea. It can help with comprehension by organizing ideas.
6) I attached the link above.
7) I chose an article which listed many strategies to check for understanding. I picked it because I felt like many of the strategies were simple and effective.

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Checking for student understanding is an integral part of the learning process. Having several methods for determining what your students have taken away from a lesson is highly beneficial for both you and them.

As a teacher, you don't have to wait for your students to struggle with homework or underperform on a test to identify points of improvement and gaps in knowledge: You'll be aware of them far sooner - and be able to address them quickly. Your students will feel more heard and attended to. They'll retain more from each lesson, which will increase their confidence and accelerate their progress.

With that in mind and using an English Language Arts lesson as an example, here are over 60 ways to check for understanding. Take these ideas and adapt them to your classroom and subject.

1. Ask open-ended questions

Often, a simple "do you understand?" leads to misleading responses. Instead, ask questions that lead to definitive answers, based on what you're studying.

When you've identified a student that doesn't understand a particular point, ask if anyone else is confused by the same thing. Now knowing that they're not alone, other students will be more likely to speak up.

Have your students rate their understanding out of five, using their fingers. This is more effective when you establish what each number of the scale means ahead of time and using it as often as possible.

Give them a quiz at the end of an exercise. Use Classcraft's Boss Battles to turn review questions into fun classroom games.

Give your students a quick quiz halfway through an exercise, particularly if there's a lot of material to cover.

Split them into teams to write questions for each other.

Alternatively, have your students write questions for you!

Ask students to identify the keywords from a passage or video, and to justify their responses.

Select several words central to the lesson, and have the students provide definitions in their own words.

Pick and define a selection of words that stand out to your students.

11. X words to describe

Have your students describe a particular aspect of what you've studied, a person, place, etc. in a certain number of words.

Provide them with an incomplete summary of what you're studying and have them complete it with a selection of predetermined vocabulary you've provided.

Have them complete a series of pre-written sentences. For example, "My favorite part of the story was when __________."

Make sure you're over-emphasizing the new vocabulary you're using when having a normal conversation. You could also create a vocabulary bingo where students try to get all the new vocabulary you used in a given time.

Test your students' understanding of new vocabulary by asking for antonyms.

Have your students scan a sample of text for synonyms of particular words.

Ask your students to provide other examples of something you're learning about.

Have them write down what they perceive to be the main idea of the lesson.

Alternatively, present your class with a few statements from which they can choose the main idea - justifying their answers, of course. Provide more than one statement that could be the main idea, as well as at least one that's inaccurate.

Ask them to reflect on and write down the author's or narrator's main point.

Alternatively, give your students a particular statement and ask what they think the meaning is.

Ask your students to summarize their key take-aways from the lesson. Better still, if possible, ask how they're going to apply what they learned to their own lives or in other classes.

Have them summarize the lesson in two minutes. Walk around the room, and take a quick peek at their answers as they write.

Give your class a question, set a two-minute timer, and allow them to write a short response.

To ensure compliance, a twist on the above is to require an answer to a question before your students get to leave class for recess or home.

This is a great way to test their understanding the next day or after a break. Have your class answer a question or provide a fact before they get to enter the class.

Give your students a longer essay for in-class writing or homework.

Establish a learning journal in which your students can freely express their thoughts and consolidate their learning after certain exercises, or at the end of the day. You can quickly scan their entries as they write and then have a more thorough look later.

After journaling, pairs of students read each other's journals. You could have each student share what they learned from their partner's journals.

This is a good option for team projects.

Before a lesson, have them write down what they already know about the subject and what they want to know. Afterward, have them write down what they learned.

Have them sketch a picture, or series of pictures, of what they've learned.

Have your students create a comic strip based on their key take-aways or favorite moment from a particular lesson, reading, video, etc.

In groups, have your students create a poster based on the lesson. Ideally, each group will present it to the rest of the class at the end.

Alternatively, your students can create a collage. This is ideal if you have lots of magazines and papers lying around.

Ask your students to note three things they learned, two that they found most interesting, and one that they still don't understand quite well. You can tinker with the criteria to better suit your purposes.

After an initial part of a passage, namely a story, ask your class to infer what happens next based on contextual clues.

Ask your students to put themselves in a character's shoes and write down or explain what they would do in a particular scenario.

Have your students write a letter to one of the characters offering advice. This is a great way to make them more engaged with what they are reading.

Alternatively, have them reflect on a time in their lives when they felt like a character you're studying. It can be them or someone they know. This helps them to connect to the story.

Ask your students to express which character appeals to them the most and why.

Create simple self-assessment forms containing options for expressing their understanding of what they've learned. For instance, you could include options like "I fully understand," "I understand a little," and "I don't understand."

When studying a topic with scope for discussion, split your class into different teams based on their opinions. They can then present their opinions and (politely) counter other teams' arguments.

Give your students sheets of paper with "Agree" and "Disagree" printed on each side. Then, present a series of statements, and get them to hold up the sheet based on their opinion.

In this format, a student offers their opinion and another student counters it if they feel differently. This continues until no one has anything left to offer, or after a set amount of time.

Set up four corners of an area with a different response, such as "Agree," "Disagree," "In the middle," "Not sure," and so on. Read a statement, and have the students run to the corner that matches their opinion. Select different students to justify their choices. This is great for getting them up and moving if they've been stationary for a long time.

This is a variation of the above where you pose multiple-choice questions and set up each corner to designate the options.

Put students into pairs to discuss what they've learned, before sharing it with the class. Make sure both students get a turn to talk.

Have a student teach their partner what they learned. Then, have the partner share what they've just been taught. This works best if you can split an exercise into two and have them swap roles.

Allow the students to express any difficulties in understanding by completing the above sentence or something similar. You can then have them share their answers and tackle a handful of them at once. You can also ask if the same thing confused other students.

Prepare a series of questions that require a simple true or false responses. Ask for a show of hands for each question, and pick students to justify their response before revealing the answer.

Split the students into groups, and have them act out their interpretation of what you just studied.

Have them discuss their main take-aways and then present them to the rest of the class.

For a nice snapshot of your class's understanding, have them come up to the front and write what they learned on your whiteboard. Depending on the size of your class, they may need to work in teams.

Give the students small whiteboards and a marker. Periodically ask questions, and have them write an answer on their board and hold it up.

Students convey their understanding through a traffic light system, with red conveying little to no understanding and green meaning the most. There are many ways to do this, the simplest being to give them red, yellow, and green cards to hold up.

Give them a worksheet outlining the main points of what you've just studied, in random order. Ask them to rearrange them correctly. This can work well in a history class if you want your students to recall chronological events.

This is a group variation of the above: You provide each group with cards that, when ordered correctly, combine to provide an outline of the lesson.

Get your students to rank ideas from the lesson using different criteria, such as easiest to hardest, most to least important, etc.

Get your students to divide a page into two columns. In the first column, they write an opinion on what they've just learned. In the other, they provide their justification for that opinion.

Have each student add a distinctive take-away or opinion to a collective sheet of paper that gets passed around the room. Two or more sheets are best for larger group sizes.

If your students can't think of anything, they can simply say "pass." Encourage them to add something a little later if anything comes to mind.

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62 ways to check for understanding - Classcraft Blog

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After the lesson is over, there are plenty of simple ways to check that students have an understanding of the concepts you've just taught.

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1. Valerie Cahue
2. The strategies I observed in the video were scaffolding "I do, we do, you do", checking for understanding, and what the teacher did during independent work.
3. Yes, the teacher did scaffold the content. At the beginning of the lesson she modeled how to be a think aloud reader while pointing out what she saw in pictures and throughout the book aloud so that students could hear. When she was done modeling she gave students an opportunity to do it on their own, and lastly had students get in groups of two and work with a partner on a graphic organizer.
4. The check for understanding strategy that the teacher used was walking around during independent time to ask questions and listen to what groups were talking about. Based on the questions she asked, she was able to notice who was still confused and help them.
5. Another strategy used was that in the beginning as the teacher was modeling how to do think aloud readings she was writing in her graphic organizer which allowed students to see what they would be doing and to have an idea of how to complete it.
6.
I included this video because it provides many great ways to scaffold with different subjects. For example, during language arts if a student cannot figure out how to begin writing teachers could help them begin with the first words and then have students finish.

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1. Moshe Reich

2. The teacher implemented a number of strategies for scaffolding and check for understanding. She used “I do, we do, you do” and checked for understanding by asking questions. She also scaffolded by showing students how to make a spoke diagram.

3. The teacher scaffolded the content by employing the “I do, we do, you do” method. First, the teacher did “I do” by way of a think aloud. This means that she modeled what she was thinking out loud while reading. Then the teacher did “We do” by pairing students and having them read aloud to each other and discuss comprehension questions. Finally, the “You do” takes place when the students read and apply learning on their own.

4. The teacher walked around the room asking students questions about the text and how they drew their conclusions. This formative assessment provided the teacher with information regarding their understanding. This in turn informed her what she needed to include in her next lesson plan.

5. One strategy the teacher used is showing students how to create a spoke diagram. This is a modeling strategy that shows students how to organize their thinking. This could be a scaffolding strategy because it guides students to enhance their comprehension.
6. See above video.
7. This video describes Kahoot as an interactive game to be played with in a classroom. It can be used as a tool to check for understanding and can be played in multiple languages. I think Kahoot can be a fun way to engage students while checking for understanding at the end of a lesson. Teachers can also customize the game to meet their needs and students' needs.