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Checking for Understanding

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Checking for Understanding

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  1. 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 Report Out (60 minutes)3:10 Closure and Evaluation (20 mins)

  2. Goal: Participants will develop a deeper understanding of effective strategies to check for understanding in the classroom setting. Checking for Understanding

  3. Checking for Understanding Objectives 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

  4. PVUSD Principals

  5. Checking for Understanding Define checking for understanding List 3-5 strategies you currently use in your classroom to check for understanding How will systematic strategically planned checking for understanding, district-wide, impact student achievement?

  6. Checking for Understanding Ongoing assessment Accountability Timely feedback Instructional adjustments are keys to improving student achievement

  7. Checking for Understanding • The Definition-Fisher and Frey • Formative • Examples • Oral Language • Questions • Projects and Performances • Results

  8. Checking for Understanding Misconceptions About Checking for Understanding Unqualified Responses Capable Learners Open Ended Questions One student responds at a time No students respond at all Parallel/unconnected conversations

  9. Checking for Understanding Processing Research Groups

  10. Checking for Understanding Processing Text-PLC P-Planning Applications L-Learned Something New C-Classroom Application I would like to try

  11. 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 Understanding

  12. Checking for Understanding Develop consensus on talking points and common language that will be used to present this chapter to other groups

  13. Checking for Understanding

  14. Chapter #_____ - Talking Points Chapter #_____ - Talking Points

  15. Checking for Understanding The Final Word

  16. DAIT Presentation Model Lessons Oral Language Questions Projects and Performances

  17. Checking for Understanding • Discuss your L’s from PLC with a Non – Job Alike LUNCH TIME

  18. Checking for Understanding • ELA/SS – room _____ • Math – room _____ • Science – room _____ • Music, Arts, JROTC, PE & Electives – room _____ Planning DAIT/Site Leadership K – room _____ 1st – room _____ 2nd – room _____ 3rd – room _____ 4th – room _____ 5th – room _____ 6th – room _____

  19. Site Expectations Principals meet with site Principals present site expectations

  20. Closure and Evaluation Director of C & I, Malcolm Butler Follow through dates January 27th January through June Evaluation

  21. 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

  22. Things to Do:Contact DAIT for DAIT needs12 facilitatorsHandoutsAV NeedsSeating Arrangements-MapEquity Sticks-or ??Ice Breaker/Transitions/Quotes MaterialsChart PaperPost ItsmarkersPensTeacher’s Manuals … Pacing GuidesTransportation of Materials to HSgive awaysdvd clips

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