Schedule8:00 am Welcome, Goals & Objectives-C & I (10 mins)

8:10 am Superintendent (10 mins or TBD)

8:20 am Power Point-Principals (30 mins)

8:50 am Research-Chapters 2, 3 & 5-Teachers (45 mins)

9:35 am Break (10 mins)

9:45 am Jig Saw with New Group (60 mins)

10:45 am Jig Saw-Final Word (15 mins)

11:00 am Model Lesson - DAIT (45-60 mins)

12:00 pm Lunch (60 mins)

1:00 pm Planning By Grade Level/Dept-Teachers (60 mins)

2:00 pm Break (10 mins)

2:10 pm Cafeteria By Site Expectation, Principal’s ReportOut (60 minutes)

3:10 Closure and Evaluation (20 mins)

Goal: Participants will develop a deeper understanding of effective strategies to check for understanding in the classroom setting.

Checking for Understanding

Checking for UnderstandingObjectives for Today• Refine understanding of the theories related to Checking for Understanding• Analyze research on Checking for Understanding• Develop or refine skills to use oral language, questions and projects (Thinking Maps) to check for understanding• Develop a common language to discuss and apply Checking for Understanding strategies (oral language, questions and projects, Thinking Maps) in the classroom setting• Observe model lessons which have incorporated Checking for Understanding strategies• Plan lessons that incorporate Checking for Understanding•Site Expectations

PVUSD Principals

Checking for Understanding1. Define checking for understanding2. List 3-5 strategies you currently use in

your classroom to check for understanding

3. How will systematic strategically planned checking for understanding, district-wide, impact student achievement?

Checking for Understanding

are keys to improving student achievement

Ongoing assessment

Timely feedback

Accountability

Instructional adjustments

Checking for Understanding• The Definition-Fisher and Frey• Formative• Examples–Oral Language–Questions–Projects and Performances

• Results

Checking for Understanding• Misconceptions About Checking for Understanding

Unqualified ResponsesCapable Learners Open Ended QuestionsOne student responds at a timeNo students respond at allParallel/unconnected conversations

Checking for Understanding

• Processing Research– Groups

K, 1st AND 7th - 12th ELA/Soc. Sci Chap. 2

2nd, 3rd, 4th, AND 7th - 12th Math Chap. 3

5th, 6th AND 7th - 12th Science, Music, Arts, JROTC, PE, Electives Chap. 5

Checking for UnderstandingProcessing Text-PLCP-Planning ApplicationsL-Learned Something NewC-Classroom Application I would like to try

Checking for Understanding

• Prioritize your top three P’s, L’s and C’s• Whip Around (P’s), (L’s) & (C’s)• How do you determine that your students

have learned what you have taught?• Discuss Classroom Applications for Checking

for UnderstandingImmediate Knowledge of Results Knowledge of Results

Checking for Understanding

Develop consensus on talking points and common language that will be used to present this chapter to other groups

Checking for Understanding

Chapter #_____ - Talking Points•

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Chapter #_____ - Talking Points•

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Checking for Understanding

The Final Word

DAIT Presentation

Model Lessons–Oral Language–Questions–Projects and Performances

Checking for Understanding

• Discuss your L’s from PLC with a Non – Job Alike

LUNCH TIME

Checking for Understanding•Planning •DAIT/Site Leadership•K – room _____•1st – room _____•2nd – room _____•3rd – room _____•4th – room _____•5th – room _____•6th – room _____

•ELA/SS – room _____•Math – room _____•Science – room _____•Music, Arts, JROTC, PE & Electives – room _____

Site Expectations•Principals meet with site•Principals present site expectations

Closure and Evaluation•Director of C & I, Malcolm Butler•Follow through dates•January 27th •January through June

•Evaluation

Facilitators• K – Sandi Butler-Roberts• 1 – Bob Bilek• 2 – Josie Koivisto• 3 – Kira Shirrer, Laura Mathews & Stephanie Hall• 4 – Jeremy James• 5 – Jeff Blansett• 6 – Dr. Omaira Lee• 7th – 12th ELA – Larry Brown, Dr. Marrio Walker• 7th – 12th Science – Eric / Lisa Schlehuber• 7th – 12th Math – Jerry / Lois Shaffer• 7th – 12th Social Studies – Stan • 7th – 12th Electives, PE, Music, JROTC – Max Friedman

Things to Do:Contact DAIT for DAIT needs12 facilitatorsHandoutsAV NeedsSeating Arrangements-MapEquity Sticks-or ??Ice Breaker/Transitions/Quotes MaterialsChart PaperPost ItsmarkersPensTeacher’s Manuals … Pacing GuidesTransportation of Materials to HSgive awaysdvd clips