SAMPLE MODULE STARTALK-endorsed Principle: Conducting ......the lesson. Performance and Feedback 4a....
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SAMPLE MODULE STARTALK-endorsed Principle: Conducting Performance-Based Assessment The teacher uses formative checks for learning during lessons to adjust instruction as needed and to provide timely feedback to learners. STARTALK-endorsed principles are supported by Teacher Effectiveness for Language Learning (TELL) criterion. There are 7 TELL domains – Planning, Environment, The Learning Experience, Learning Tools, Performance and Feedback, Collaboration, and Professionalism. The following TELL criteria are addressed by this module. A complete listing of TELL criteria can be found at: tellproject.org. Planning 7d. I plan to check for understanding (learning) in a variety of ways throughout the lesson. Performance and Feedback 4a. I analyze evidence of student performance in an ongoing manner. Performance and Feedback 4b. My students and I modify learning strategies to meet or exceed the performance targets. The Learning Experience 4e. I frequently check for understanding in a variety of ways throughout the lesson. This is a four-part module designed to address the concept of checking for learning. Each part includes reflection questions to help you process your learning. ❖ Self-Assess: Each module begins with a self-assessment to help you identify your strengths and areas for growth. This will help you determine an appropriate starting point based on your needs. Use the results of the self-assessment to choose your own starting point. ❖ Acquire: In the acquire section of the module, you will read and view different resources that will introduce you to the concept of checking for learning. ❖ Observe: In the observe section of the module, you will see the concept in action. ❖ Apply: In the apply section of the module, you will apply your new learning to your own teaching situation. Part 1 - Self-Assess This section of the module gives you a chance to determine your current level of understanding of checks for learning. The pre-assessment questions and self-assessment checklists are designed to determine your level of expertise with this topic. How confident are you that you: • understand the concept of formative checks for learning? (acquire) • can explain and identify formative checks for learning for each mode of communication? (acquire and observe) • can identify how formative checks for learning are being used to modify instruction and provide feedback (observe)
Transcript of SAMPLE MODULE STARTALK-endorsed Principle: Conducting ......the lesson. Performance and Feedback 4a....
SAMPLEMODULESTARTALK-endorsedPrinciple:ConductingPerformance-BasedAssessment
Theteacherusesformativechecksforlearningduringlessonstoadjustinstructionasneededandtoprovidetimelyfeedbacktolearners.
STARTALK-endorsedprinciplesaresupportedbyTeacherEffectivenessforLanguageLearning(TELL)criterion.Thereare7TELLdomains–Planning,Environment,TheLearningExperience,LearningTools,PerformanceandFeedback,Collaboration,andProfessionalism.ThefollowingTELLcriteriaareaddressedbythismodule.AcompletelistingofTELLcriteriacanbefoundat:tellproject.org.
Planning7d.Iplantocheckforunderstanding(learning)inavarietyofwaysthroughoutthelesson.PerformanceandFeedback4a.Ianalyzeevidenceofstudentperformanceinanongoingmanner.PerformanceandFeedback4b.MystudentsandImodifylearningstrategiestomeetorexceedtheperformancetargets.TheLearningExperience4e.Ifrequentlycheckforunderstandinginavarietyofwaysthroughoutthelesson.
Thisisafour-partmoduledesignedtoaddresstheconceptofcheckingforlearning.Eachpartincludesreflectionquestionstohelpyouprocessyourlearning.❖ Self-Assess:Eachmodulebeginswithaself-assessmenttohelpyouidentifyyour
strengthsandareasforgrowth.Thiswillhelpyoudetermineanappropriatestartingpointbasedonyourneeds.Usetheresultsoftheself-assessmenttochooseyourownstartingpoint.
❖ Acquire:Intheacquiresectionofthemodule,youwillreadandviewdifferentresourcesthatwillintroduceyoutotheconceptofcheckingforlearning.
❖ Observe:Intheobservesectionofthemodule,youwillseetheconceptinaction.❖ Apply:Intheapplysectionofthemodule,youwillapplyyournewlearningtoyourown
teachingsituation.Part1-Self-AssessThissectionofthemodulegivesyouachancetodetermineyourcurrentlevelofunderstandingofchecksforlearning.Thepre-assessmentquestionsandself-assessmentchecklistsaredesignedtodetermineyourlevelofexpertisewiththistopic.Howconfidentareyouthatyou:
• understandtheconceptofformativechecksforlearning?(acquire)• canexplainandidentifyformativechecksforlearningforeachmodeof
communication?(acquireandobserve)• canidentifyhowformativechecksforlearningarebeingusedtomodifyinstruction
andprovidefeedback(observe)
• candesignanduseformativechecksforlearningforeachmodeofcommunication?(apply)
• canuseformativechecksforlearningtoadjustinstructionasneeded?(apply)• canuseformativechecksforlearningtoprovidetimelyfeedbacktolearners?(apply)
Pre-Assessment1Thescenariothatisdescribedbelowgivesyouachancetosharewhatyoualreadyknowaboutchecksforlearning.Itispossiblethatyouwillfindthatyouhavelittletosayorthatyoufeelcomfortableansweringonlypartofthequestion.Giveascompleteananswerasyoucan,butknowthatitisOKtoskipthequestionentirely.Thiswouldjustbeanindicationthatyouarelikelytobeginthismodulebydoingtheallormostofthetasksintheacquiresectionofthemodule.Imaginethatyouareinterviewingforateachingposition.Youhavebeenaskedaboutchecksforlearning.Youwanttogiveathoroughanswer.Beginbyexplainingwhatacheckforlearningis.Then,giveacoupleofexamplesforeachmodeofcommunication.Concludebyexplaininghowyouwouldusechecksforlearningwhenplanninglessonsorgivingfeedbacktolearners.Donotconsultanyresourcesasyoudraftyouranswer.Reviewyourwrittenresponse.Howconfidentdoyoufeelaboutyourresponse?Consideryourresponseasyoucompletethefollowingself-assessment.
Self-Assessment1 Notyet → WithConfidence
1. Icandefineformativecheckforlearning. 1 2 3 4
2. Icanexplainwhychecksforlearningareimportant. 1 2 3 4
3. Icandescribeatleasttwowaystocheckforlearningintheinterpretivemode. 1 2 3 4
4. Icandescribeatleasttwowaystocheckforlearningintheinterpersonalmode. 1 2 3 4
5. Icandescribeatleasttwowaystocheckforlearninginthepresentationalmode. 1 2 3 4
6. Icanexplainhowtousechecksforlearningtoadjustcurrentorfuturelessons. 1 2 3 4
7. Icanexplainhowtousechecksforlearningtoprovidefeedbacktolearners. 1 2 3 4
Pre-Assessment2Likethefirstpre-assessment,thescenariothatisdescribedbelowgivesyouachancetosharewhatyoualreadyknowaboutusingchecksforlearning.Itispossiblethatyouwillfindthatyouhavelittletosayorthatyoufeelcomfortableansweringonlypartofthequestion.Giveascompleteananswerasyoucan,butknowthatitisOKtoskipthequestionentirely.Thiswouldjustbeanindicationthatyouarelikelytobeginthismodulebydoingtheallormostofthetasksintheobserveandapplysectionsofthemodule.Asafollow-upquestionduringtheinterview,youareaskedtodescribealessonthatyouhavetaughtgivingdetailontherolethatchecksforlearningplayedinthatlesson.Bespecificandcommentonhowyouusedtheinformationyougainedfromthecheck(s)forlearning.Reviewyourwrittenresponse.Howconfidentdoyoufeelaboutyourresponse?Consideryourresponseasyoucompletethefollowingself-assessment.
Self-Assessment2 Notyet → WithConfidence
1. Icandesignandusechecksforlearningintheinterpretivemode. 1 2 3 4
2. Icandesignandusechecksforlearningintheinterpersonalmode. 1 2 3 4
3. Icandesignandusechecksforlearninginthepresentationalmode. 1 2 3 4
4. Icanusechecksforlearningtoadjustthecurrentlesson. 1 2 3 4
5. Icanusechecksforlearningtoadjustfuturelessons. 1 2 3 4
6. Icanusechecksforlearningtoprovidefeedbacktolearners. 1 2 3 4
BeginningtheModuleConsideryourresponsestothepre-assessmentquestionsandyourconfidencelevelwhencompletingtheself-assessmentcan-dostatements.Noticeyourstrengthsandareasforgrowthtodeterminewhethertobeginwithacquire,observe,orapply.Howconfidentdoyoufeel?Ifyouscoredmostly:
1s–Considerworkingthroughthetasksintheacquiresection.Theresourcesandaccompanyingtasksaredesignedtogiveyoutheopportunitytoacquiremoreinformationaboutthetopic.2s–Consideractivatingpriorknowledgebycompletingacoupleoftheacquiretasksbeforemovingtothetasksthatallowyoutoobservetheconceptinaclassroom.3s–Consideractivatingpriorknowledgebycompletingataskinbothacquireandobserve.Then,movetothesectionthatprovidesinformationonhowyoumightapplythisconcepttoyourownteachingsituation.4s–Considerrefreshingyourlevelofunderstandingbyselectingappropriatetasksinacquire,observeandapplybeforecompletingthesummativeperformancetaskfoundintheapplysection.Also,considerwaysthatyoumightshareinformationaboutchecksforlearningwithothers.
Part2:Acquire:Gainnewknowledgeandskills.Thissectionofthemoduleoffersoptionsforacquiringmoreinformationoncheckingforlearning.Abriefdescriptionisprovidedforeachresource.Theoverviewshouldprovideyouwiththeinformationyouneedtoselecttheresource(s)thatyoufeelarebestformeetingyourneeds.Eachresourceisaccompaniedbyaconceptattainmentquizthatservesasacheckforlearning.Onceyouhavecompletedthequiz,youwillbeabletoseethecorrectanswersandwillbedirectedtoexplanationsfortheresponses.Thereare4resourcesinthissection.Theyarenotinlistedinanyintendedorder.Reviewtheshortdescriptionprovidedwitheachresourceandthenselectthatresourcethatseemsbestforyoursituation.ResourceA:CheckingforLearninginSTARTALKProgramshttps://startalk.umd.edu/resources/checkingforlearning/productThisresourceaddresseseightkeyfacetsofcheckingforlearning.Thosethataremostappropriatetothismodulearelistedhere.Thisresourcecanbeviewedonlineoryoucanalsochoosetodownloadapdfversionoftheguide.Thepdfversionisavailableasadownloadonthefirstpageoftheonlinemodule.
• “WhatDoWeMeanby‘CheckingforLearning’?”providesthoughtsaboutchangingourperspectiveonassessment,movingitfromtestingandgradingtoonethatstudentsviewasmorehelpful—onethatchecksontheirlearningandprovidesusefulinformationabouthowtocontinuetogrowinlanguageuse.
• “HowDoIUseFormativeChecksforLearning?”givesnumerousexamplesofformativechecksforlearningthatlanguageteacherscanusetomonitorandimprovestudentlearning.
• “TheImportanceofFeedback”remindsusthatwithoutfeedback,learnersdon’tknowwhatorhowtoimprove,anditprovidesspecificinformationabouthowtogiveappropriatefeedbacktostudents.
Clickheretoaccessthecheckforlearningforthisresource.CheckforLearning—ResourceA-CheckingforLearninginSTARTALKProgramsSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.1.WhichofthefollowingstatementsisTRUEofassessmentforlearning?
a) Learnersareassessedattheendoftheunitandaregivenagrade.b) Feedbackisgiven,butthereislittleornochancetolearnfrommistakes.c) Feedbackisgivenwhilestudentsarelearningandtheyhaveachancetoimprove
theirperformance.d) Focusisondocumentingstudentperformancethroughgrades.
2.WhatstatementisFALSEwhendescribingchecksforlearning?
a) Checkingforlearningimpliesacoachingrelationshipbetweenthestudentandteacher.
b) Checkingforlearningempowersthelearnergivingthemmorecontrolovertheirownlearning.
c) Checkingforlearningiskeytodeterminingafinalgradeforthelearner.d) Checkingforlearningofferadifferentmindseteliminatingtheanxietythatmaybe
associatedwiththetermstestorassessment.
3.WhichofthefollowingaspectsofinstructionisNOTacomponentofchecksforlearning?a) Differentiationb) Learnermotivationc) Feedbackd) Dailyquizzes
4.Theteacherchecksforlearningbyaskingstudentstowriteasmanyanswerstoawritten
questionaspossiblewithinacertaintimeframe.Thischeckforlearningisdesignedtoassesswhichmodeofcommunication?
a) Interpretive
b) Interpersonalc) Presentational
5.Thelearningtargetforthedaystatesthatstudentswillbeabletomakeplansbasedontheir
preferredactivitiesforeachseason.Studentsgotothecorneroftheroomthatisdesignatedfortheirfavoriteseason.Theyaskandanswerquestionstodeterminethemostandleastpreferredactivitiesofthegroup.Theteachercirculatesmakingnoteofstrengthsandweaknessesofthegroups.Thischeckforlearningisdesignedtoassesswhichmodeofcommunication?
a) Interpretiveb) Interpersonalc) Presentational
6.Studentshavejustwatchedavideo.Theteachermakesavarietyofstatementsaboutthe
content.Studentssignalifthestatementsaretrueorfalseusingthumbsupordown.Thischeckforlearningisdesignedtoassesswhichmodeofcommunication?
a) Interpretiveb) Interpersonalc) Presentational
7.WhichofthefollowingisNOTtrueofeffectivefeedback?
a) Feedbackisevaluativeanddoesnotalwaysincludeadiscussionofhowtoimprove.b) Feedbackistimelyandfocused.c) Feedbackfocusesonclearlyidentifiedlearningtargets.d) Feedbackisactionable;learnersmustknowhowtoimprovetheirperformance.
8.Whichofthefollowingstatementoffersdescriptivefeedback.
a) Youdidagreatjob!It’sclearthatyouworkedhard.b) Withalittlemoreeffort,youwillhavethat“A”.c) Interestingstory!Addmoresequencingwordssothatwecanunderstandwhat
happenedandwhen.d) Congratulations.Youcompletedtheworkandyourgradeisa“B”.
Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.9.Whatare5keypointsthatyouwouldsharewithacolleaguewhoaskedyouwhychecksfor
learningaresoimportant?10.Howwouldyouexplainthedifferencebetweenassessmentoflearningandassessmentfor
learning?Clickherefortheanswerstothecheckforlearningforthisresource.
1.C—Assessmentforlearningallowsstudentstoactonthefeedbacktheyreceivetoimprovetheirperformancetowardalearningtarget.Theotheroptionsimplythatthelearninghasbeenassessedandthatthereisnoopportunitytoimproveperformance.2.C—Gradesarenotassociatedwithchecksforlearning.Checksforlearningarenotevaluative,theyaredescriptiveinnature.3.D-Dailyquizzesimplyaprocesswheretheteachergivesaquiz,collectsthework,gradesthequizandreturnstheworktothestudent.4.C-Presentationalmode-Studentshavetimetothinkabouttheirresponseandwillbedemonstratingtheirlearningbywritinganswers.5.B-Interpersonal-Studentswillbetalkingwithotherstudents.Theywillbeaskingandansweringquestionstodetermineactivitiesthatarepopularandthosethatarenotasinterestingtothegroup.6.A-Interpretive-Studentswilldemonstratecomprehensionofatextbysignalingtrueandfalse.Whileastudenthasa50/50chanceofbeingright,thevisualdisplaygivestheteacherachancetoseeifthemajorityofstudentsunderstandwhatwasheardinthevideo.Thevisualcheckmeansthatstudentsdonothavetoproducelanguagetodemonstratecomprehension.7.A-EffectivefeedbackisdescriptiveandIsdesignedtogiveactionablefeedbackthatallowsastudenttoimprovehisperformance.8.C-Astudentwhoreadthiscommentwouldknowhowtobegintorewritehisstory.Thefeedbackisspecificandoffersasolidsuggestionforimprovement.9.Possibleanswer:Checksforlearningprovidetimelydatasothatateachercanrespondtotheneedsoftheclass.Studentsareconnectedtothelearningprocess.Theyknowthelearningtargetandtheyknowwheretheyareintheprocessofmeetingthattarget.Theyallowteacherstodifferentiateforindividualstudents.Theyplacethefocusonlearningandnotongrading.10.Possibleanswer:Assessmentoflearningimpliesthatthelearninghashappenedandthatitistimetoevaluatethatlearning.Itisoftenassociatedwithgrade.Assessmentforlearningisongoingandprovidesbothteacherandlearnerwithfeedbackaboutwhatisneededtoimproveperformance.Teachershavethechancetoadaptinstruction;learnersknowwhattheyneedtodotoimprove.ResourceB:TELL:CheckingforUnderstandingOverviewhttps://startalk.umd.edu/public/system/files/resources/al_c4u_overview.pdf
Thisresourceprovidesabriefexplanationofcheckingforlearning.Thisresourcewillbeusefulasaquickintroductiontothetopicorasabriefreview.Itaddressesthefollowing:
• adefinitionofcheckingforunderstanding• theimpactofcheckingforunderstandingonstudentmotivation• checkingforlearningasformativefeedback• strategiesforcheckingforlearning
Clickheretoaccessthecheckforlearningforthisresource.Checkforlearning—ResourceB-TELL:CheckingforUnderstandingOverviewSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.1.Howoftenshouldateachercheckforlearning?
a) Attheendofeverylessonb) Frequently,inaplannedmannerc) Whenstudentsappeartobeconfusedd) Whenstudentsbegintoaskquestionsaboutwhatisbeinglearned
2.WhichisNOTanimportantreasonforcheckingforlearning?
a) toensurethatstudentsunderstandinputbeforebeingaskedtoproducelanguageb) toputlearnersonthespotinwayssimilartoteacher-student-teacher-student
patternsofquestioningc) tocreateasenseofachievementorsuccessinthelearningprocessd) todeterminethosestudentswhoarereadytomoveon
3.Learnersaremorelikelytobewillingtodochallengingworkiftheworkis:
a) relevanttothelearnerb) meaningfulc) ofinteresttothelearnerd) alloftheabove
4.Youareintroducingnewvocabularyinthecontextofastory.Itisthefirstdaythatstudentsareworkingwithnewcontent.WhichcheckforlearningislikelytobeMOSTuseful?
a) Either-orquestionsb) Inside-outsidecirclesc) Hold-upswithpictureimages
d) Missinginformation5.Thesimplestwaytoknowhowstudentsaredoingisto:
a) observetheirperformanceb) askiftheyunderstandc) givefrequentquizzesd) focusonverbalchecksforlearning
Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.4.Checkingforunderstandingandcheckingforlearningareoftenusedassynonyms.Isthereadifference?Whyorwhynot?5.WhatwordswouldyouuseIfyouhadtoselect10keywordstouseinawordsplashtodescribechecksforlearning?Clickherefortheanswerstothecheckforlearningforthisresource.1.B-It’shardtobeprecise,butweknowthattheattentionspanofalearnertendstomatchtheageofthelearner,butisneverover20minutes.Thatwouldsuggestthataquickcheckforlearningwouldoccurforeachlearningsegment.2.B-Thereisneveranintenttoputalearneronthespot.Theotherresponsesconveythattheteacheruseschecksforlearningtogetasnapshotoflearningandtoinvolvelearnersintheprocess.3.D-Studentsarewillingtotackleworkthatischallengingiftheycanseethereasonfordoingthatwork.Workthatisrelevant,meaningfulandinterestingisworthdoing.4.C-Sincethisisthefirstdayofthelesson,learnerslisteningand/orreadingastheybegintoacquirenewlanguage.Learnerarenotreadytoproducelanguagesoitisbesttouseanon-verbalstrategylikepictureimagesthatcanbeshown.Theotherstrategieswouldbemoreappropriateinsubsequentlessonsbecausetheyrequirelearnerstoproducelanguage.5.A-Basically,checksforlearningasktheteachertoobserveperformanceindifferentwaysmakingthischoiceamorecomprehensiveanswer.Quizzesoftencometoolateintheprocesstoprovidetimelyfeedback.6.Possibleanswer:Theintentofcheckingforcomprehensionandcheckingforlearningisthesameandforthatreasonthetermsareofteninterchangeable.Checkingforunderstandingmay
implyacheckoftheinterpretivemodeandonethatdoesnotrequirethelearnertoproducelangauge.Theteacherwantstoknowthatthestudentsunderstandthemessage.Checkingforlearningmayimplyacheckoftheinterpersonalorpresentationalwherethelearnermustwriteorsaysomethingtoprovelearning.7.Possibleanswer:Severalanswersarepossible,butideallyseveralwordspoppedyou’reyourheadwithouthavingtolookbackatthereading.diagnostic,verbal,non-verbal,essential,intentional,planned,data,motivational,effective,snapshot,accountableResourceC:TELL:CheckingforUnderstandingAt-a-GlanceInfographichttps://startalk.umd.edu/public/system/files/resources/al_c4u_infographic.pdfThisisa2-pageoverviewofcheckingforunderstandingthathighlightstheimportantfeaturesoftheconceptwhileprovidingsamplestrategiesandhelpfultips.Thisresourcewillbeusefulasaquickintroductiontothetopicorasabriefreview.Clickheretoaccessthecheckforlearningforthisresource.Checkforlearning—ResourceC-TELL:CheckingforUnderstandingAt-a-GlanceInfographicSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.Whichstrategyrequiresstudentstoproducelanguagetodemonstratelearning?
a) Creatingadrawingthatrepresentswhatisbeingdescribedb) Signalingtrueorfalsebasedonwhatisheardorreadc) Puttingaseriesofpicturesinorderasastoryistoldd) Writinganentranceorexitslipthatgivesasummaryofwhatwasdone
2.AcheckforlearningisNOTa:
a) gradeb) formativeassessmentc) performancetaskd) checkforunderstanding
3.Checkingforlearningisusedto:
a) identifymisconceptionsthatcancausechallengesforindividuallearners.b) helpteachersknowwhatmightneedtoberecycledinfuturelessons.
c) allowateachertomakeachangeinthemiddleofalesson.d) alloftheabove.
4.TheinfographicquotesFisherandFreywhostatethatstudentswhoareinclassroomswhereteachersregularlycheckforlearningbecomemoreawareofhowtomonitortheirownlearning?Doyouagreewiththisstatement?Whyorwhynot?Clickherefortheanswerstothecheckforlearningforthisresource.1.D-Theother3optionsallallowlearnerstodemonstrateunderstanding.Itisimportanttoknowwhentousenon-verbalchecks.Learnersarelikelytounderstandamessagebeforetheyareabletoproducethelanguage.2.A-Agradeimpliesthatthelearningisoverandthatitistimetomoveforward.Theother3implyataskthatallowslearnertogetfeedbackwithanintenttoimprovetheirperformance.3.D-Whileitcanbehardtomakeachangeduringalesson,teachersshoulddosoiftheyhaveevidencethatstudentsarenotreadytomoveforward.ThepurposeofthecheckforlearningistoprovidedatatotheteachersobothAandBarebenefitsofcheckingforlearning.Checksforlearningalsofocustheindividuallearneronwhattheyneedtodotoimproveaperformancegivingthemabasisonwhichtomoveforward.4.Possibleanswer:Yes,asstudentsreflectontheirownlearningunderthedirectionofateacher,theyaremorelikelytoapplythisstrategytootherlearningsituations.Basically,checkingforlearningestablishesaprocessofgoalfocusedlearning.Thestudentshaveaclearunderstandingofthegoalandknowwheretheyarebasedonacheck.Aslongasstudentsknowthegoal,theycanstopandreflectonwheretheyareintermsofmeetingthatgoal.ResourceD:TELL:CheckingforUnderstandingVideohttps://www.youtube.com/watch?v=Ljqm00HvNiU&feature=youtu.beThisshortvideofeaturesclassroomvignettes,aswellasinterviewswithteachersandstudentsastheyreflectontheimpactofcheckingforunderstanding.Clickheretoaccessthecheckforlearningforthisresource.Checkforlearning—ResourceD-TELL:CheckingforUnderstandingVideoSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.
1.WhichofthefollowingisaKEYreasonforcheckingforlearning?a) Teachershavedataneededtoadjustlessons.b) Studentsaremoreengaged.c) Checksforlearningprovideanalternativetomoreformalquizzes.d) Studentssignalvaryinglevelsofcomprehension.
2.Youareinaclasswheretheteachertendstoaskquestionsofonestudentatatime.Whatis
theMAJORchallengeofthisapproach?
a) Thestudentswhoarenotcalledonmaynotbeattentive.b) Theteacherdoesnothaveanadequatepictureofthelearningofallstudentsinthe
class.c) Thestudentwhoisansweringmayfeeluncomfortable.d) Thefocusonthelessonisonanindividualstudent.
3.WhichofthefollowingisNOTabestpracticewhenusingchecksforlearning?
a) Teachersmakespontaneoususeofchecksforlearningduringthelesson.b) Teachersdeliberatelyincludechecksforlearningwhencreatinglessonplans.c) Teacherscheckforlearningonlyattheendofclass.d) Teachersusechecksforlearningtore-engageindividualstudentsortheentireclass.
Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.4.Asthevideoopens,theteacherchecksthelearningtargetoftheday“Icanaskandtellyou
whoIwanttobewhenIgrowup.”Shedoesthisbyaskingstudentstosignalthumbsup,sidewaysordown.Inyouropinion,howeffectiveisthischeckforlearning?Why?Whatmightyoudodifferentlyorinadditiontothischeckforlearning?
5.ShouldchecksforlearningbedoneinEnglishorinthetargetlanguage?Explainyour
thinking.Clickherefortheanswerstothecheckforlearningforthisresource.
1. A—Checksforlearningaredesignedtogiveteachersandlearnersdataonhowwelllearningtargetsarebeingmet.B,CandDareallgoodreasonsforusingchecksforlearningbecausetheyprovideneededdataandservetoincreasestudentengagement.
2. B—Theteacherisnotabletoassesstheabilityofmultiplelearnersintermsofhowwelltheyaredoing.Theclassisteacher-centered,studentsmayloseinterestandtheteacherisonlyabletodeterminehowafewindividualstudentsaredoing.
3. C—Teacherswhoonlycheckforlearningattheendofalessonwillnotbeabletoadjustthelessonasneededtomeettheneedsoftheindividuallearners.Teachersshouldcheckfrequently.Somelearningcheckscaneasilybeplannedpriortothestartof
thelesson.Otherchecksforlearningmaybedoneinaspontaneousmannerwhenateacherfeelstheneedtogatherinformationonhowwellthelearnersaredoingatthatpointinalesson.
4. Possibleanswer:Thecheckforlearningiseffectiveifthestudentsarecorrectlyabletoassesstheirownperformance.Studentsmightturntotheirpartnersorengageinaninner-outercircleactivitytoaskandanswerthequestions.Theteacherwouldcirculate,listeningandmakingnotesonstudentperformance.
5. Possibleanswer:ItmaybeimportanttouseEnglishasstudentslearntheprocessandreasonsforcheckingforlearning.However,teachersshouldtransitiontothetargetlanguageassoonaspossible.Theuseofgesturesandvisualswillsupportcomprehension.
REFLECTION(ACQUIRE)
• Basedontheinformationyouacquiredinthissectionofthemodule,isthisanareaofgrowthorareaofstrengthforyourteaching?Why?Whatunderstandingsdidyouhaveconfirmedorchallenged?
• Whatinformationcaughtyourattention?Whatwasthemostmeaningfulpart?What
surprisedyouorwhat“ah-ha”momentsdidyouhave?Why?
• What,ifanythingmadeyouuncomfortable?Why?Whatwillyoudotoaddressthisdiscomfort?
Part3:Observe:EngageinguidedapplicationThissectionofthemodulewillallowyoutoobserveteachersastheymakeuseofchecksforlearninginaclassroomsetting.Abriefdescriptionisprovidedforeachresource.Theoverviewshouldprovideyouwiththeinformationyouneedtoselecttheresource(s)thatyoufeelarebestformeetingyourneeds.Eachvideoresourceisaccompaniedbyaconceptattainmentquizthatservesasacheckforlearning.Onceyouhavecompletedthequiz,youwillbeabletoseethecorrectanswersandwillbedirectedtoexplanationsfortheresponses.GettingStartedResourceA:TELL:CheckingforUnderstandingFeedbackForm:http://www.tellproject.org/wp-content/uploads/2015/05/AdvanceLearning_CheckingForUnderstanding_FeedbackForm_5.pdfThisself-assessmentandfeedbacktoolwillallowyoutoindicatethecheckingforlearningstrategiesthatyoucurrentlyuse.Itwillalsoserveasatoolthatcanbeusedtoreflectonyourlessonsorwhileobservingalessontoprovidefeedbacktoacolleagueonthedegreetowhichcheckingforlearningstrategiesarebeingimplemented.
Clickheretoaccessthecheckforlearningforthisresource.Videoalessonwhenyouareteachingorplantoobservealessontaughtbyacolleague.Completetheself-assessmentandfeedbacktoolbasedonyourvideoand/orwhatyouobserveinacolleague’sclassroom.Usethequestionswritteninthefeedbacktooltoorganizeyourthinkingaboutyourpracticeand/orthatofacolleague.1. Whatnon-verbalchecksforunderstandingdoyouand/oracolleagueusetogaugestudent
learning?2. Whatverbalstrategiesdoyouand/oracolleagueusetocheckforunderstanding?3. Howoftendoyouand/oracolleaguecheckforundertandinginaclassperiod?4. Howdoyouand/oracolleagueusethefeedbackgatheredfromthecheckforlearning?5. Howcloselywasthelanguagethatstudentsusedtodemonstratetheircomprehension
alignedtotheproficiencytargetfortheclass/course/program? Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.6.Whatare4keypointstokeepinmindwhenthinkingaboutchecksforlearningbasedonyourreflectionsorobservations?What4keyideasdoyoufeelallteachersshouldkeepinmind? Clickherefortheanswerstothecheckforlearningforthisresource.6.Possibleanswer:Teachersshould:
• checkfrequentlyforlearningduringalesson.• considerthemodeofthelearningtargetwhenselectingaverbalornon-verbalcheckfor
learning.• usetheresultsofthecheckforlearningtomodifyongoingandfuturelessons.• usetheresultsofthecheckforlearningtodifferentiatenextstepsforindividual
learners.ResourceB:ChineseLanguageLearning101Videohttps://www.youtube.com/watch?v=wsx2XGWoIRsThis15-minutevideocapturesanovicelanguagelessonpresentedtoadultlearners.Theactuallessonstartsat2:27.Theinstructorfocusedonuseofthetargetlanguagewhilemakingtheinputcomprehensible.Theadultsintheaudiencewereaskedtoplaytheroleofnovicelanguagelearners.Instructorswereaskedtoteachastheywouldintheirclassroomandcheckforlearningthroughoutthelesson.TheadultlearnerswerenotChinesespeakers.Asyouwatch,attempttoidentifythelearningtargetandnoticehowtheteacherchecksforlearning.Lookforevidencethattheadultlearnersaremeetingthelearningtarget.YoumaywishtouseResourceA-TELL:CheckingforUnderstandingFeedbackFormasyouwatchthefirsttime.
Clickheretoaccessthecheckforlearningforthisresource.Checkforlearning—ResourceB:ChineseLanguageLearning101VideoSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.1.Theinstructorbeginsthelessonbyintroducingnewvocabulary.WhichofthefollowingstrategiesisNOTused?
a) Gesturesb) Imagesc) Translationd) Demonstration
2.WhatdoyoufeelistheBESTcan-dostatementforthislesson?
a) IcansayifIamhungryorthirsty.b) Icancategorizelivingandnon-livingthings.c) Icanstateifthingsgrowordon’tgrow.d) IcanshowthatIunderstandbygesturing.
3.Whatevidencedoestheinstructorhavethatindividual“students”metthecan-dostatementforthelesson?
a) Studentsseemedtobeabletorespondcorrectlyastheinstructorpointedtopeopleandthings.
b) Studentssortedtheirindividualimagescorrectly.c) Studentsfollowedthedirectionsoftheteacher.d) Studentsgesturedcomprehensionofnewvocabulary.
Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.4.Theinstructorusedgesturesandrepetitionfrequentlytocheckforlearning.Whatadditionalactivitycouldshehaveusedtodetermineifindividuallearnersunderstoodthenewvocabulary?5.Theinstructorofthislessonwasaskedwhyshedidnotshareherlearningobjectiveatthebeginningofthelesson.Whatdoyouthinkshesaidinresponsetothatquestion?Doyoufeelthattherearevalidreasonsfornotsharingthecan-dostatement?Whyorwhynot?Clickherefortheanswerstothecheckforlearningforthisresource.
1.C-Theoriginalpurposeofthisvideowastodemonstratehowteacherscanmaintainuseofthetargetlanguagewhilemakinginputcomprehensible.Thinkabouthowtheinstructorconveyedtheconceptofgrowingandrevisitthepointwhereyouunderstoodtheconcept.Sheusedgestures.Shepointedtoobjectsandaskedifacertainthingateordrank.Sheaskedlearnerstosortimages.2.B-Thefinalgoalofthelessonwastounderstandthattheclassificationoflivingandnon-living.Theotheroptionsareindividuallearningtargetsthatallowedtheteachertobuildtowardtheoverallgoal.3.B-Thebestindicationofindividuallearningoccurredwheneachstudentwasgivenanimageandaskedtostandintheappropriatespottoshowanunderstandingofliving/non-living.Thefactthatonestudentmadeanerrorcouldbeanindicationtotheteacherthatthereisaneedtoeitherworkwiththatstudentorperhapstoplananadditionalactivityforafutureclasstocheckfurther.4.Possibleanswer:Intheactualclassroomsettingwithelementarylearners,theteachermighthaveaddedadditionalchecksforlearningaseachnewwordwasintroduced.Choralresponseandsignalingisgood.Toseeifindividualstudentsareprocessingateachstep,theinstructormighthaveaskedstudentstoclosetheireyes.Then,studentswouldsignalastheinstructorsaidthedifferentwords.Theinstructorwouldthenseehowindividualsweredoing.5.Possibleanswer:Theinstructorsharedthatstatingtheobjectiveatthebeginningofthelessonwouldhavemeantthatthestudentsdidnothavetoapplycognitivereasoningskillstodeterminethekeycharacteristicsbetweenlivingandnon-livingthings.Ithinkit’sagoodideatoprovideatleastasenseofwherethelessonisgoing.Inacaselikethis,itmighthavebeenpossibletoshowtheimagesthatwereusedattheendofthelessonwithalargequestionmark.Thatwouldnothavegivenawaytheanswer,butwouldhavedirectedstudentthinkingtowardthefinaltask.
ResourceC:PortugueseLanguageLearning101Videohttps://startalk.umd.edu/public/videos/bueno_portuguese101This26-minutevideocapturesanovicelanguagelessonpresentedtoadultlearners.Theactuallessonstartsat1:03.Theinstructorfocusedonuseofthetargetlanguagewhilemakingtheinputcomprehensible.Theadultsintheaudiencewereaskedtoplaytheroleofnovicelanguagelearners.Instructorswereaskedtoteachastheywouldintheirclassroomandcheckforlearningthroughoutthelesson.TheadultlearnerswerenotPortuguesespeakers.Asyouwatch,attempttoidentifythelearningtargetandnoticehowtheteacherchecksforlearning.Lookforevidencethattheadultlearnersaremeetingthelearningtarget.YoumaywishtouseResourceA-TELL:CheckingforUnderstandingFeedbackFormasyouwatchthefirsttime.
Clickheretoaccessthecheckforlearningforthisresource.Checkforlearning—ResourceC:PortugueseLanguageLearning101VideoSelecttheBESTanswerforeachofthefollowingquestions.Readcarefully.Morethanoneanswermaybecorrect,butitmaynotbethebestanswer.1.Basedonyourobservationsorinformationprovidedbytheinstructor,whatistheBESTcan-
dostatementforthevideo?
a) Icancountandnameshapesandcolorsoftheflags.b) IcantalktoapartnerabouttheflagsofBrazilandtheUnitedStates.c) IcanrecognizethecolorsandshapesoftheflagsofBrazilandtheUnitedStates
whentheyarenamedanddescribed.d) IcantalkaboutanddescribethecolorsandshapesoftheflagsofBrazilandthe
UnitedStates.2.WhichofthefollowinglearningtargetswasNOTassessedusingchecksforlearning?
a) Icanrecognizeashapewhenitisnamed.b) Icanrecognizeacolorwhenitisnamed.c) Icannamethingsthatareacertaincolor.d) Icancountpointsofshapes.
3.Whichcheckforlearningwasusedrepeatedlytoassessthelearner’sabilitytonameacolor?
a) describingtheflagsb) pairingtocompleteathink-pair-sharec) matchingimagesandcolorsd) askingandansweringquestions
4.Whichmodeofcommunicationwasassessedbythechecksforlearninginthislesson?
a) Interpretiveb) Interpersonalc) presentational
5.Whatevidencedoestheinstructorhavethatthe“students”metthecan-dostatement?
e) Studentsseemedtobeabletoreadthesentenceswithvisualcluesbytheendofthelesson.
f) Studentswerechallengedtoworkinpairsaseachnewwordwasintroduced.g) Studentsfollowedthedirectionsoftheteacher.h) Studentssignaledcomprehensionofshapes,colorsandnumbers.
Forthequestionsthatfollow,considerwhatyouhavelearnedandshareyourthinking.YouwillthenbeabletocompareyourresponsetoasuggestedSTARTALKanswer.6.Howwelldidthisinstructorusechecksforlearningaspartofthelesson?Whydoyousay
that?What,ifanything,mightyouhavedonedifferently?7.Whatdidyoulearnbywatchingthefacesofthe“students”?Clickherefortheanswerstothecheckforlearningforthisresource.1.C–Thecan-dostatementistheoverallgoalfortheentirelessonanditwasclearthattheteacherwasworkingtowardthedescriptionoftheflagsthroughoutthelesson.Theotherstatementsareindividuallearningtargets.2.C–Differentitemssuchasanimalsandfruitwereusedtocausethelearnerstonamecolors.Whiletheinstructorwouldnamethoseitems,shedidnotexpectthelearnerstousethosewords.3.B-Theinstructorusedmodelingandgesturesthatcausedstudentstothinkabouttheanswerbeforewhisperingthatanswertotheirpartner.Theotherresponses4.A-Thislessonclearlyfocusedontheinterpretivemode.Theintentwastogivelearnerstheopportunitytoacquirenewlanguage.Languagewasintroducedbytheinstructorinacontextthatmadethelanguagecomprehensible5.A-Thefinalactivityofthelessonallowedtheparticipantstochecktheirownlearningbypre-readingthesentencethathadbeenwrittenusingthesamevisualimagesusedduringthelesson.Thestudentsthencheckedtheirownresponseastheyengagedinachoralreadingofthesentence.6.Possibleanswer:Bylookingatthefacesoftheparticipants,itseemedthattheinstructorpacedthelessonwellandcheckedforlearningfrequently.Theparticipantssignaledcomprehensionwhenaskedtodosoandverbalizedanswersaftersharingresponsesquietlywithapartner.Inthissetting,itwasnotpossibletodomuchmore.Inatrueclassroom,itmighthavebeenagoodideatogivegroupsofstudentsthematerialsneededtobuildtheirownflags.Then,studentscouldhaveshownvariouspiecesandfolloweddirectionstoshowthattheyunderstoodtheindividualdirectionsfromtheteacher.7.Possibleanswer:Itwasclearfromwatchingtheirfacesthattheyneededtheconstantrepetitionprovidedbytheteachertobeabletoprocesswhattheywerelearning.Somewerereadytorespondorgiveanswersbeforeothers.Repetitionandgesturesseemedtoleadtomorechoralresponsewitheachitemintroducedbytheteacher.
REFLECTION(OBSERVE)
• Basedontheinformationpresentedinthissectionofthemodule,isthisanareaofgrowthorareaofstrengthforyourteaching?Why?Whatunderstandingsdidyouhaveconfirmedorchallenged?
• Whatinformationcaughtyourattention?Whatwasthemostmeaningfulpart?What
surprisedyouorwhat“ah-ha”momentsdidyouhave?Why?
• What,ifanythingmadeyouuncomfortable?Why?Whatwillyoudotoaddressthisdiscomfort?
Part4:Apply:MovefromTheorytoPractice.Thissectionofthemoduleallowsyoutoconsideradditionalwaysofcheckingforlearningandgivesyoutheopportunitytodesignsomethingthatcouldbeusedinyourclassroomsetting.Thissectionalsosuggestsasummativeperformancetaskthatdrawsontheinformationfromeachsectionofthemodule-acquire,observeandapply.ResourceA:CLOCKClassroomLanguageObservationChecklistKit:Components1and3TheClassroomLanguageObservationChecklistKit,orCLOCK,isaformativeassessmenttooldesignedforK-5STARTALKteacherstoperiodicallyassessstudents’speakingandlisteningcomprehensionskillsbasedonobservationsofstudents’useofthetargetlanguageinaclassroomsetting.TheCLOCKcanhelpteacherstrackstudentlanguagegrowthandinforminstructionbydocumentingstudentperformanceduringdifferentclassroomactivities.TheCLOCKprovidesimportantformativeassessmentdata,butitisnotatooltoassignasummativeglobalproficiencylevel.TheCLOCKconsistsofaUserManualandfourcomponentstohelpSTARTALKteachersobservetheirstudentsduringclassactivitiesandrecordwhattheycando.TherearetwoversionsoftheCLOCK:oneforChineseteachersthatincludesChineselanguagesamplesandagenericversioninEnglishforteachersofotherlanguages.WhileeachofthecomponentsofCLOCKisusefulwhenassessingstudentlearning,components1and3provideanopportunitytoconsiderhowaninstructionalactivitymightbeusedasacheckforlearning.Reviewtheinformationineachcomponentandcompletethefollowingchecksforlearning.
Component1:CheckforLearning-SampleActivities,Set-upandCompletionChineseversion-https://startalk.umd.edu/public/system/files/resources/cal_clock1-sampleactivities_setup_completion_chinese_0.pdfEnglishversion-https://startalk.umd.edu/public/system/files/resources/cal_clock1-sampleactivitiessetupcompletion_0.pdf
Severalactivitiesaredescribedinthiscomponent.Selectonetypeofinstructionalorassessmentactivitythatyoumightmodifyoruseasisforacheckforlearning.Describethepreparationandimplementationstepsfortheassessment/activityyouselected.Usethesuggestedtemplatetodocumentyourwork.Component3:CheckforLearning-SampleChecklistsandRecordFormsChineseVersion-https://startalk.umd.edu/public/system/files/resources/cal_clock3-samplechecklistsandrecordforms_chinese_0.pdfEnglishversion-https://startalk.umd.edu/public/system/files/resources/cal_clock3-samplechecklistsandrecordforms_0.pdfReviewtheappropriatechecklistforyourtargetedperformanceandforthemodeofcommunication.Determinewhetheryouwanttouseacompletechecklistorifyouwillonlybelookingforanindividualdomainsuchasvocabulary.Explorethesampledocumentsandcreateonethatwillworkforyourpurposes.SubmitthetemplatethatyourcreatedforComponent1andthechecklistversionfromComponent3thatyouintendtouse.SUMMATIVEPERFORMANCETASKResourceB-STARTALKLearningPlanhttps://startalk.umd.edu/public/resources/learning-plan?st=1UsetheSTARTALKlearningplantodesignamodellessonthathasclearlyidentifiedlearningtargetsandappropriatechecksforlearning.Writethislearningplaninenoughdetailthatotherteacherswouldbeabletofollowyourplaneasilyifusingitintheirclassrooms.Youwillfindthefollowingresourcesatthelinkprovidedtosupportyourwork:
• LearningPlanTemplate• AnnotatedLearningPlan• LearningPlanChecklist• ModelStudentLearningPlan• LearningPlanGuide
REFLECT(APPLY)
• Howwasyourthinkingchallengedasyoumovedfromacquiringandobservingtoapplyingwhatyouhadlearned?
• Considerwhatactionsyou’lltakenextasaresultofyourlearningandreflection.Identify
atleastonenextstepyouwilltakeinyourteachingsituation.
• Howwillyouknowthatyouhavebeensuccessfulinyourimplementationofchecksforlearning?
• Whatkeylearningshouldbesharedwithothers?
ADDITIONALRESOURCESACQUIREResource1—TELL:CheckingforUnderstandingTeacherPresentation-DoYouUnderstandtheWordsthatareComingOutofMyMouth?https://www.youtube.com/watch?v=4C4pejSaJAM&feature=youtu.beThis16-minutevideopresentationdevelopedbyAyanoSuzuki,apracticingJapaneseteacher,providesanexplanationof"CheckingforUnderstanding"inaworldlanguageclassroomaswellaspracticaltipsfromtheteacher'sownclassroom.Ayanodiscusses3keyaspectsofcheckingforlearning:
1. Whatischeckingforunderstanding?2. HowoftendoIcheckforunderstanding?3. HowcanIcheckforunderstanding?
Resource2—CheckingforUnderstandingHelenaCurtainhttps://www.youtube.com/watch?v=sP56F7-0WKMThis20-minutevideoprovidesanoverviewtotheconceptof"CheckingforUnderstanding"inaworldlanguageclassroom.HelenaCurtaindiscusses4keyaspectsofcheckingforlearning:
1. Whatischeckingforlearning?2. Whyisitimportanttousechecksforlearning?3. Whattypesofresponsescanteacherselicitfromstudents?4. Whataresomestrategiescanteachersusetocheckforlearning?
