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Pre-Plan Strategic Questions to Monitor Student Learning

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Pre-Plan Strategic Questions to Monitor Student Learning

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Review Figure 2.1, and consider the following questions:

What is the relationship between the learning target and the planned questions?

How do the teachers’ questions push students to think deeply and use evidence from the text in support of their answers??

Which of these strategies do you already employ in your classroom? Which strategy would you like to incorporate more frequently?

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The Who, What, and Why of Checking for Understanding 

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The Who, What, and Why of Checking for Understanding 

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Read the table, and consider the following questions:

What are the critical moves for you that will allow this practice to take hold in your classroom?

What checking for understanding strategy will you incorporate into tomorrow’s lesson?

What will you do at the beginning, middle and end of the lesson to monitor students’ progress?

What tools can you design to help students to begin monitoring their own progress?

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Table 2.5 Who, What, & Why of Checking for Understanding

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Table 2.5 Who, What, & Why of Checking for Understanding

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Keeping Table 2.3 in mind, watch the video  and consider the following questions:

1. What checks for understanding did the teacher use at the beginning of the lesson to ensure that students were ready to learn and to preview the flow of the lesson?

2. How many times did you see the teacher check for understanding? What strategies did she use?

3. How did the teacher use the information she received during her checks for understanding?

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Instructional Strategies that Support Learning - Checking for Understanding

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Sixth-grade language arts teacher, Jessica Wood, uses a variety of checking for understanding strategies to ensure that all of her students at the Springfield Renaissance School in Springfield, MA are meeting learning targets.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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