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Middle School Math Learning Team Middle School Math Learning Team Wednesday, January 29, 2013 Do Now: Outline your class structure on a poster. Take a look at the one I did for a guide. This poster should be how you envision your class to look for the next lesson you are going to teach. Student Outcome: Students will be able to discuss both the how and why in math. CM Strategy: CMs will plan to teach a class structure in which students are ready to answer conceptual CFUs.

Engaging Questioning: Methods for Checking For Understanding

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Checking for Understanding is the easiest and most rewarding way to engage students in the lesson. Learn how to create and execute CFUs of the following types: Read-back, Report-back, Think-back, Play-back, Teach-back.

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Page 1: Engaging Questioning: Methods for Checking For Understanding

Middle School Math Learning TeamMiddle School Math Learning TeamWednesday, January 29, 2013

Do Now: Outline your class structure on a poster.

Take a look at the one I did for a guide.

This poster should be how you envision your class to look for the next lesson you are going to teach.

• Student Outcome: Students will be able to discuss both the how and why in math.

• CM Strategy:  CMs will plan to teach a class structure in which students are ready to answer conceptual CFUs. 

Page 2: Engaging Questioning: Methods for Checking For Understanding

Methods of Checking For Methods of Checking For UnderstandingUnderstanding

•Read - back •Report - back •Think - back •Play - back•Teach - back

These are NOT CFU techniques

The difference between the five is the PURPOSE you

have in positing these questions to students which is apparent in the ANSWERS they

give.

Page 3: Engaging Questioning: Methods for Checking For Understanding

Method: Read-Back (INM)Method: Read-Back (INM)• Ask about something that

they can literally see. • These questions should

include:• Information already

there• Information you don’t

have to teach about first.

"Why is P(1) one over ten?""Why is there a 1 in P(2)?"

Page 4: Engaging Questioning: Methods for Checking For Understanding

Method: Report-Back Method: Report-Back (INM/GP)(INM/GP)

• After you teach them every key point or written step, stop to ask why you did what you did.

• The answer should be apparent from the think-aloud you did. ”Why is the P(2)

denominator 9?”

Page 5: Engaging Questioning: Methods for Checking For Understanding

Method: Think-Back (GP)Method: Think-Back (GP)• Ask them to repeat the

steps or concepts as you work through the next problem.

• Then ask another student how they know Student 1’s response to your answer is correct. This answer should come from the problem.

”Why did the P(hockey) denominator change? Think back to the other example. Why did the

P(2) denominator change?”

Page 6: Engaging Questioning: Methods for Checking For Understanding

Method: Play-Back (GP)Method: Play-Back (GP)• Ask them to repeat the steps, walking

you through the work shown. • This is a “whole-problem” question.

”When I write the first probability, what is my denominator? How do you

know?”

Page 7: Engaging Questioning: Methods for Checking For Understanding

Method: Teach-Back (IP)Method: Teach-Back (IP)• Ask them to why they wrote what they wrote. • Addresses last-minute misconceptions.• Use only for students who are getting wrong answers or students

who are not showing any work.

“Why did you write 12 as the denominator?”“How do you know what the numerator is?”

Page 8: Engaging Questioning: Methods for Checking For Understanding

1. Do Now2. Timed Computation3. Oral Drill4. Lifework(Homework)

Check5. INM6. GP7. IP8. Exit Ticket9. Final Five

Think-back:“What did

the problem tell us for us to know to

divide by 12 again?”

Read-back:“How do we

know what to write as our denominator

?”

Read-back:“How do we know what

the numerator

is?”