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>>Ms. Amberson: Definitely, standard algorithm is a strategy. How about a calculator,
Is that a strategy?
No, a calculator is a tool it's not a strategy.
Alright, how about compensation?
It's a strategy. Oh, Giselle's hand is raised. Giselle, you have something to say about
compensation?
Checking for understanding is really important during a lesson because if you don't
know where scholars are as you progress through, you're going to assume that
everything is fine. You're going to get end. You're going to give them a quiz and
everybody's going to fail. And you're going to wonder, what went wrong?
Where as if you check throughout the lesson, all of the progress very,
very com-or very often repeatedly throughout the lesson uh you will have a better
understanding of this component was missed or this component was understood so I can
move on. And if it was a missed piece, you can go back and attack it right then.
Where as if you wait until later, you might not realize where the error was.
I used uh thumbs up, thumbs down, to the side to sort of determine what their
understanding was of a concept or of my directions even. And I also used, uh, I believe
it's called fist to five. So there's a spectrum of one to five, and where do they lie
on that spectrum.
Okay, so now we're going to test each strategy. I'd like to see where you fall.
Expanded algorithm.
Okay, if you're a one I want you to glance around and look for somebody near you
who is a five.
See any fives?
Alright.
Keep that person in mind when you need to do an expanded algorithm. Next...
Based on the information they gave me for which strategies they felt they were fully
proficient in and they thought they were an expert and could actually teach as compared
to all the other different levels. Um, the one's that the majority of the class thought
that they were an expert and could teach or could at least solve independently without
any assistance, uh, I didn't feel the need to revisit those today. However, I pulled
scholars for small group according to the strategies at which they identified themselves
a one or a two where they were really struggling. And that actually identified two
separate strategies on which we needed to focus. So I had the scholars who didn't need
help with that strategy working independently while the one's who did need help
come back to the small table.
>>student 1: Relieved.
>>student 2: She wasn't relieved.
>>student 1: Yeah, when she found out that the...
>>student 3: Would it be like, another one would be like...
>>student 1: When she starts talking with the daughter.
>>student 3: Secretive...like...
>>student 1: Why?
>>student 3: Because she didn't want to anyone about her sickness.
>>teacher: Fifteen seconds.
>>student 1: Who? The author?
>>student 3: Ohhh.
How would you put that?
>>Mr. Tacchia: So one method I use to quickly and easily check for understanding is
white boards. So the students will write a response on the white board and then hold
it up and show me what their group talked about.
Boards up, boards up, hold up your boards. Every group, hold up your boards.
Ooh, we have some great lists here. This is gonna be tough.
So when I check for understanding, it gives me the opportunity to see if they've
understood the material or not. So sometimes if it looks like everyone's got-
understood the topic, then I can keep going. But if some students are still struggling
I know I have to go back and re-teach that concept.
>>Ms. Reynoso:[In Spanish] Despúes
agarren El dibujo después,
vueltea con Tu compañero
y dile Que está pasando.
Después
>>students: Despues... >>teacher: Oh no escuchó,dijánle a su compañero.
Después, la mamá Le está leyendo un cuento a su hijo.
>>teacher: Ok, gracias por tratar en ayudarla, y gracias,
para la proxima vez trata más despacio para Que Ella pueda decirlo.
Today the strategy that I use is called Rally Robin. And Rally Robin is when they
partner up with a student and they talk back and forth.
When I do Rally Robin as a teacher for me to check for understanding, I go around the
tables. I get close to the partners and I listen in to the conversation.
I think the strategy's very great for the ELD kids because it gives them the
opportunity to do more talking. So by doing Rally Robin it kind of force them to talk.
Not only to talk, but to listen to their partner and rephrase what they're
supposed to be talking about. Sometimes you are going to find kids that they didn't
understand the topic or they're not understanding what they're supposed to be doing.
And it's okay.
Uh, I just go back into the carpet and we re-teach it. I might not do it the same day
because it's just too much, but the next day I will go back, re-teach it,
model it and uh practice it with the class.
>>Mr. Willemse: Take that same equation,
the actual full equation and balance it.
And you may need to write it out.
I think checking for understanding is so important to do during the lesson just
because if you wait until the end of the day, end of the week, end of the unit,
it's too late. You need to be able to understand their misconceptions early and
then address those misconceptions rather than letting those misconceptions snowball.
Um the main method I use is Plickers which is a online tool where students provide
answers in paper form and then I scan the answers for them and they get uploaded
into the computer.
And the answer was C.
Alright, Um
four is my only one. Alright?
Some of you chose one and four.
What type of reaction is one?
Uh, I think Plickers is great because it requires only me to have technology.
There's no student use of technology so you don't have to worry about thirty different
devices all functioning at the same time.
You don't have to worry about the students having their own technology.
It's just my piece of technology and they just need a piece of paper.
>>Ms. Flanagan: So I want to talk to you about my friend-my friend Pedro.
Pedro's trying to raise some money just to buy some stuff for himself, and he decided
to collect some aluminum cans.
Can I get somebody to read that aloud for me?
How about um...
Each math day I try to start with something we did the day before, and usually it’s a
word problem that they have to read, they have to think about, and they have to do
the work right on their white boards which I can see very, very quickly whether or not
they remembered what they did yesterday.
I like to use this basically because it's a simple way to check to see if they
understand what we did the day before.
So as the students are working independently or with partners, I like to go
to...first start with the high student. If I walk by sometimes I don't even say
anything to them. I'll just walk by and I'll look [snaps fingers] and I'll say, they've
got it. And then I go check a student who may be a middle achiever and see how they're
doing and ask them to tell me the steps.
And if they got it pretty-and if they do it it pretty well, then I can go to my lower
students and sometimes give them a little bit of assistance. Or if they have it,
I know I can push the lesson a lot farther.
But today I noticed that some of them didn't quite have it and I had to spend
some time with the lower students.
What do we have?
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