Checking for Understanding
in Creative Ways
Mind Map
• Create a mind map
that represents a
concept using a
diagram-making/mindmapping tool
(like Gliffy/Draw
Anywhere).
• https://www.gliffy.co
m/
• http://www.drawanyw
here.com/
Frayer Model/Graphic Organizer as Concept Map
• http://toolsfordifferentiation.pbworks.com/w/page/22360093/Frayer%20Mod
el
• https://www.studenthandouts.com/graphic-organizers/
Advertisement
• Create an ad, with visuals and text, for the newly
learned concept.
• Ask students to customize their ad to include
certain content-related vocabulary.
Use an online assessment tool like
Flubaroo to assess and grade!
• http://www.flubaroo.com/
• http://www.flubaroo.com/instructional-videos - 3-minute tutorial
The 60-Second Paper
• Ask students to describe the most important thing
they learned and identify any areas of confusion
in under a minute.
• Extension – Turn it into a contest  let each
row/small group choose which is best and then
have class choose top paper = one that most
thoroughly and succinctly covers all necessary
concepts.
Student-Created Study Guide
• What are the main topics, supporting details, important
person's contributions, terms, and definitions?
• Have students work independently to create study
guides for sections/chapters.
• Extension: let students work with small group to
assimilate questions from students’ individual study
guides to create one for a section of learning, to insure
all learning is covered.
Double-Entry Notebook/Intrigue Journal
- in response to reading assignment
• Create a two-column table. Use the left column to
write down 5-8 important quotations. Use the right
column to record reactions to the quotations
(connections to self/real world, why it was
interesting/resonated with them, etc.).
• List the five most interesting, controversial, or
resonant ideas you found in the readings. Include
page numbers and a short rationale (100 words) for
your selection.
5 Words
• What five words would you use to describe
______? Explain and justify your choices.
U.S.’s Involvement in WWII
retaliation – dropped bombs on Hiroshima and Nagasaki
liberators – freed prisoners of concentration camps
supporters – women worked in factories; some even served
in the military
Acrostic
Give students a key word/concept from
the lesson. They must then write a detail
or descriptor that starts with each of the
letters of the key word/concept.
You Be the Teacher
• Create a student answer sheet with one or more
problems/items done incorrectly. Let students
check and correct.
Twitter Post
• Define/Explain _______ in 140 characters or less.
Letter to Absent Student OR
Written Transcript of News Story on Day’s Lesson
• Have students write a letter highlighting the major concepts
presented that day to a student who missed the day’s class.
OR
• Have students write a news story about the day’s learning that
an anchor/journalist might deliver.
*** Make sure to specify criteria to be included (e.g. major
concepts, common misconceptions, real-world applications, etc.)
Application Cards
• After teaching about an important theory, principle, or
procedure, ask students to write down at least one realworld application for what they have learned to
determine how well the can transfer their learning.
• Quickly read once through the applications and
categorize them according to their quality. Pick out a
broad range of examples and present them to the class.
Revisit an Anticipation Guide
• Begin class with an anticipation guide
that addresses major concepts and some
common misconceptions.
• Then have students revisit it to compare initial
responses/thought with responses/thoughts after
instruction to insure concepts are understood and
misconceptions have been avoided.
Comic Strip
• Use a comic book creation tool like Bitstrips to allow
student to represent understanding of lesson’s major
concepts.
• How to Video Clip - Bitstrips.com
https://www.youtube.com/watch?v=1Biq5zf2D6M
• Bitstrips for School Printable Activity Book
http://www.bitstripsforschools.com/Bitstrips_for_Schools_Printable_Activit
y_Book.pdf
Color Cards - Green, Yellow, & Red Turn-in Boxes
– To help students self-monitor
Green = I got this and could teach it to someone else.
Yellow = I mostly understand but could use a little more practice.
Red = Help! I’m confused/don’t get this!
• Pair this with any individual student assessment activity to
promote a student’s awareness of his/her level of understanding
***Helps you immediately target students who need assistance and
students who might serve as peer tutors
MIX
IT
UP!