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High impact instruction week 3

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High Impact Instructional Moves Week 3
Learning Objective: ,[object Object],[object Object]
I-5 Effective examples of checks for understanding would include, but are not limited to: Observations. Checklists. Performance tasks (e.g., constructed responses, application tasks). Interviews. Exit tickets. Questioning (e.g., clarifying, comprehension, probing). Students restating concepts. Sharing metacognition (making thinking transparent). Random calling on students. Using individual white boards. Having students self-assess (e.g., fist-to-five, thumbs up/down/ side). Use of ―clickers‖ or student response systems.
Video Clips Click this link to view video examples of checking for understanding http://kms.sdcoe.net/kms/624-DSY.html Click this link to view closure examples of checking for understanding http://kms.sdcoe.net/kms/625-DSY.html
Reading Read “Checking In” Except from Clock Watchers by McDermott and Quate. Find in the moodle menu under week 3
Questions to Ponder: How many of the examples from the videos and slides where you already using? Did you discover any ways to make these more effective.
Putting it all Together Choose a new method for checking understanding to try in your classroom this week. Implement the new method and reflect on the results. How did it go? Will you use it again? How would you adjust it for future use? Join the discussion: Follow the discussion board link below and post your answer to this weeks discussion question. ,[object Object]
High impact instruction week 3

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High impact instruction week 3

  • 2.
  • 3. I-5 Effective examples of checks for understanding would include, but are not limited to: Observations. Checklists. Performance tasks (e.g., constructed responses, application tasks). Interviews. Exit tickets. Questioning (e.g., clarifying, comprehension, probing). Students restating concepts. Sharing metacognition (making thinking transparent). Random calling on students. Using individual white boards. Having students self-assess (e.g., fist-to-five, thumbs up/down/ side). Use of ―clickers‖ or student response systems.
  • 4. Video Clips Click this link to view video examples of checking for understanding http://kms.sdcoe.net/kms/624-DSY.html Click this link to view closure examples of checking for understanding http://kms.sdcoe.net/kms/625-DSY.html
  • 5. Reading Read “Checking In” Except from Clock Watchers by McDermott and Quate. Find in the moodle menu under week 3
  • 6. Questions to Ponder: How many of the examples from the videos and slides where you already using? Did you discover any ways to make these more effective.
  • 7.