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....

Page 1: SAMPLE MODULE STARTALK-endorsed Principle: Conducting ......the lesson. Performance and Feedback 4a. I analyze evidence of student performance in an ongoing manner. Performance and

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)

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• 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

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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

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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.

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• “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

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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.

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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

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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

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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

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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• 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?