Planning For CFUs


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Planning For CFUs

  1. 1. Planning for CFUs Please have out: -Laptop -Bloom’s Taxonomy Document-Tomorrow’s objective or lesson plan -Pick a partner for this session
  2. 2. Quick Whip What are some questions you’ve asked your students? What is the downside of having ineffective CFUs (any questions?, does this make sense?, basic fact recitation)?
  3. 3. Objectives Will understand the components of and benefits behind strong CFUs Will understand levels of questioning and strategies for asking questions Will plan CFUs for a future lesson
  4. 4. Effectively Checking for CFUs Check all students: Consider different methods for selecting student responses (whole class, targeted, random, etc.) Probe beneath the surface: Consider different types of questions (open, closed, etc.) and ask questions that will tell you if, how much, and why students do or don’t understand Ask often about the key ideas: Focus questions on what is most critical to mastering the objective and ask questions throughout the entire lesson Respond instructively: Explain why a student response is right or wrong and hold students accountable for high- quality responses
  5. 5. To what use can having frequent, scaffolded CFUs be? To what use can having frequent, scaffolded CFUs be? Determine extent of mastery Quickly assessing understanding so you can adjust course quicker Engage more students Call on a variety of students Cause students to answer different types of questions so they are thinking of materials in multiple ways up Bloom’s Taxonomy.
  6. 6. Reflection Reflect on your recent lessons and consider if and how well you took the four steps outlined above to check for understanding. What did you do well, and what do you need to improve? Briefly note your thoughts. Think, pair, share
  7. 7. Bloom’s Taxonomy Why is this useful when you think of the types of Checks for Understanding you will ask? Discuss the highest level to which you regularly question your students. Discuss when during the lesson you ask these questions.
  8. 8. Bloom’s Taxonomy http://
  9. 9. Bloom’s Taxonomy What do you notice about the questions the higher you go on Bloom’s taxonomy? (requires deeper understanding of the same concept, requires different types of thought, etc.)
  10. 10. Ways to Ask CFUs Open Up Best Practice Document Take a look at these! Note: Checks for understanding are highly dependent on the context and content you are teaching. However, there are several basic methods that will help ensure that you are checking for understanding of all students and responding appropriately, and these methods can be adapted to fit the particular needs of your lessons. Are there any other ways you can think of to CFU?
  11. 11. Mini-Practice Take one concept or problem that you will teach your students soon. Create questions at each level of Bloom’s taxonomy for this situation.
  12. 12. Knowledge
  13. 13. Comprehension
  14. 14. Application
  15. 15. Analysis
  16. 16. Synthesis
  17. 17. Evaluation
  18. 18. Mini-Practice Take one concept or problem that you will teach your students soon. Create questions at each level of Bloom’s taxonomy for this situation.
  19. 19. Group Step Back What was challenging about this? How was this similar to what you already do? How was this different? How would this change how your classroom operates if you regularly scaffolded questions up to high levels each day? During which times in the lesson would you ask certain levels? What is the benefit of asking different levels of questions at various points in the lesson? What is the pitfall of only asking questions at the end or beginning, or right before work time, or only asking low level questions early and saving the high- level questions for the very end?
  20. 20. Impacting Tomorrow- Putting Into Practice Using an upcoming draft lesson plan, revise or insert specific checks for understanding (including likely student responses and the correct answers you are expecting), using methods that reflect the elements of effective CFUs. Scaffold your questions throughout so you are getting the extent of understanding. You may want to adapt a method or two from the “best practices.”
  21. 21. Utilize One Another Share LP and CFUs with a partner. Give feedback (10 minutes) Make revisions (10 minutes)
  22. 22. Closing What was most challenging about thinking of questions in this way? To which level of Bloom’s will you struggle questioning on a regular basis? What can you do to remain consistent? What impact will this have on your students’ learning? What would prevent you from planning out CFUs?  What can you do to counteract this?
  23. 23. Other Resources