TAGS:
Grade Level
Elementary (K – 4)
Middle (5 – 8)
High (9 – 12)
Subject
Science
Topic/Practice
Evidence of Learning
Student Ownership
Clear Learning Targets
Date
2/13/2015

Checking for Understanding
DESCRIPTION
Mrs. Thomas shows how she takes a quick, formative check for understanding in her classroom.
  • LS:6 In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.
CONFIRM YOUR LEARNING
  • When is it appropriate to do a quick check for understanding?
  • Why can a formative check be more effective than a graded quiz?
  • How does Mrs. Thomas respond when students miss the correct answer?
CONFIRM YOUR PRACTICE
  • How do you conduct quick checks for understanding in your own class?
  • How do you respond to students when you see that they do not understand?
  • If you have an Intervention Specialist in your classroom, what role do they play in the FIP process?
CONFIRM YOUR COMMITMENT
  • How will you determine when quick checks are appropriate and when they are not?
  • How will you ensure that students receive feedback after quick checks?