Using Check for Understanding
Like a Champion
NCSC
July 1, 2014
Be Uncommon. Change History.
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Component
Action Step
Gathering Data and Acting On It
Reject Self-Report
Using Hand Signals
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Check for Understanding-Objectives & Notes
Objectives:
 To master key skills in gathering data, acting on the outcomes and building a culture
that values and embraces mistakes.
 To model the path by which you and your teachers can practice those skills until they
become automatic.
Professional Norms:
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Go “all in” during all practice activities. Even if you are a bit skeptical, or have a role that
makes some of the activities feel less relevant, we ask that we all participate as though
we are “all in.”
“Unplug” from electronic communications, except during breaks.
Provide feedback on how well the workshop (and the materials we provide) serves your
school’s needs so that we can continue to improve it and pay it forward.
Notes on Introduction
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Check for Understanding 1.0 Technique Notes
Key Idea: Checking for Understanding means intentionally gathering data and acting on it.
CFU = Gather Data + Act On It Now
EA.NoOptOut.GRK.Purefoy.'Clever Fox.'Clip 0585
What specific actions demonstrate that Shadell is Checking for Understanding? Why and how
are they effective?
Two Methods for Gathering Your Data:
1.Via Questions:

Reject Self-Report:

Targeted Questioning:

Strategic Sample Using Cold Call:

Test for Reliability:

Plan for Validity:
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Reject Self-Report Mini-Case Studies
Re-written to Reject Self-Report
Self-Report Statements
What could the teacher done or said to better
CFU than to ask students to Self-Report?
Example:
Example:
Teacher: “A ‘Regular Polygon’ is a twoLet’s talk about regular polygons.
dimensional shape with sides that are all equal
 Remind me, what do we know about
and angles that are all equal. Got it?”
the sides of a regular polygon? Tamiya.
 What about the angles, Robert?
 There’s one thing missing from that
Student: “Yes.”
definition. (Hold up a box of tissues) Is
this box a regular polygon? Why or
why not? Alicia.
 Let’s apply this. Jose, give me one
example of a quadrilateral that is not a
regular polygon.
Scenario #1
Teacher: “The purpose of the predicate is to
modify the subject. Does that make sense
John?”
Student: “Yes.”
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Reject Self-Report Mini Case Studies (Cont’d)
Re-written to Reject Self-Report
What could the teacher done or said to better
CFU than to ask students to Self-Report?
Self-Report Statements
Scenario #2
Teacher: “Evaporation is the stage of the
water cycle in which a liquid changes to a gas.”
To the whole class: “Are you clear on the
three stages of the water cycle?”
[The three stages are evaporation,
condensation, and precipitation]
Students “Yes.”
Scenario #3
Teacher: “When we proofread our papers
today for spelling and grammar mistakes, we
will edit word by word and from left to right.
Got it?”
Students: “Yes.”
Scenario #4
Teacher: “Because of their fear that a leader
might abuse their power, the Romans
developed a republic as their form of
government when they broke free from the
Etruscans. Essentially, Romans wanted to have
the power to elect officials and they wanted to
limit the amount of time an elected official
could stay in power. Does anyone have any
questions?”
Students: “No.”
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Reject Self-Report Mini Case Studies (Cont’d)
Re-written to Reject Self-Report
Self-Report Statements
What could the teacher done or said to better
CFU than to ask students to Self-Report?
Scenario #5
Teacher: “To glare and to gaze are similar
because they both mean that you are looking
at someone or something—usually for a long
time. They’re different because when you
glare, you’re looking at someone angrily and
when you gaze, you’re looking with great
interest or wonder. Glare has a negative
charge whereas gaze has a positive charge.
Get it?”
Students: “Yes.”
Scenario #6
Teacher: “As you re-read today’s short story
on your own, mark up the text for the five
elements of plot and star any examples of
foreshadowing you encounter. Make sense?”
Students: “Yes.”
Write an example you would use to train
your teachers:
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Check for Understanding 1.0 Technique Notes (Cont’d)
2. Via Observation:

Standardize the Format:

Tracking. Not Looking
Standardizing Format and Tracking Questions in Adult Workshops

“Show Me”:
o Slates:
o Hand Signals:

Affirmative Checking:
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Check for Understanding 1.0 Video Analysis
EA.CFU.GR1.Lewis.’Green Post It’Clip1864
EA.CFU.GR7.Zimmerli.'Here's the deal.'Clip0663
What do you notice about Affirmative Checking in each of these clips? What do you notice
about how each teacher approaches a culture of CFU?
EA.CFU.GR6.Cook.'Spelling Words.'Clip 1777
EA.CFU.GR5.Comer.'Stopwatch.'Clip 1865
Compare the “Show Me” moments from each of these classrooms. What are their similarities
and differences? What makes them each effective?
EA.CFU.GR8.Belanger .’RockPaperScissors.’Clip1938
How does Bryan use “Show Me” effectively? The most critical thing he does is one of the
simplest. Notice what he does right after his students signal their responses.
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Hand Signals Mini-Practice
In this practice session, there are three roles: Teacher, Student A and Student Z. In each round,
the teacher will ask students a CFU question, signal for student responses, and scan to gather
data. The method for collecting data and students’ responses will vary by round.
Planning Directions: In the table below, jot down the question you’ll ask students (see pages
15-18). Then, do the following:
 Script a Follow-Up Cold Call question to a correct response
 Plan one anticipated wrong answer
 Script the first Cold Call question you’d ask to follow an incorrect response
Question
Correct Answer
Anticipated Wrong
Answer
Ex: How do you know? OR Why is it NOT...?
Follow-Up Cold Call
(based on correct
response)
Ex: Who can tell me why you might think that would be the right answer?
Follow-Up Cold Call OR Now, who can tell me why that is NOT the right answer?
(after incorrect
response)
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Hand Signals Mini-Practice (Cont’d)
Plan your cue and student hand signals below.
Cue
Hand Signals
Ex: “Show me” (snap)
Ex: “A=1 finger; B=2 fingers, C=3 fingers, D=4 fingers”)
Practice:
Round 1: “Show Me” and Data Scan (all “students” get it right). Teacher asks the question.
Students A and Z answer correctly with hand signals.
Round 2: Cold Call when They Get it Right (all “students” get it right). Teacher asks the
question. Students A and Z answer correctly with hand signals. Teacher follows up with a
Stretch It question.
Round 3: Cold Call When They Get it Wrong: Teacher asks the question. Student A answers
correctly. Student Z gives a wrong answer. Teacher responds to Student Z’s incorrect answer.
EA.CFU.GR4.Michels.'Least common denominator.'Clip1952
How does Erin find the student error? How does she respond to it?
Round 4: “Show Me” with White Boards. Teacher asks the question. Student A shows full,
correct answer (including explanation, not just the letter). Student Z shows incorrect answer
and explanation on white board. Teacher asks a question that causes students to analyze the
incorrect answer/explanation. (Strive for low transaction costs.)
Group Reflection: What was most effective about how you facilitated error analysis? What was
most effective about causing students to analyze errors?
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Hand Signals Practice-Sample Lesson Questions #1
Subject: Math
Objective: SWBAT classify quadrilaterals based on their characteristics and use geometry to
justify their reasoning.
Practice Key*
Definition
Shape
A quadrilateral with two Rectangle
pairs of parallel sides
Shape
Parallelogram
Rhombus
A quadrilateral whose
four sides all have the
same length.
Trapezoid
A quadrilateral with one
pair of parallel sides.
N
Square
Definition
A quadrilateral
with four right
angles.
A quadrilateral
with four right
angles and four
equal sides.
1) What types of quadrilaterals could you classify this shape as?
A) Square
B) Rhombus
C) Rectangle
D) Parallelogram
M
P
O
Desired Answer: D—Parallelogram (Because it’s a quadrilateral with two
pairs of parallel sides)
B
A
D
C
2) How would you classify this quadrilateral?
A) Square
B) Rhombus
C) Rectangle
D) Trapezoid
Desired Answer: B—Rhombus (Because all four sides have the same
length)
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Hand Signals Practice-Sample Lesson Questions #2
Subject: History
Objective: SWBAT analyze a primary source document from the American Revolutionary War to
better understand the motivations and arguments of key figures during that time period.
“I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of
no way of judging of the future but by the past. And judging by the past, I wish to know what
there has been in the conduct of the British ministry for the last ten years…. Suffer not
yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition
comports with these war-like preparations, which cover our waters and darken our land. Are
fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so
unwilling to be reconciled, that force must be called in to win back our love? Let us not deceive
ourselves, sir. These are the implements of war and subjugation.
…Gentlemen may cry, Peace, Peace but there is no peace. The war is actually begun!...Why
stand we here idle?...Is life so dear, or peace so sweet, as to be purchased at the price of chains
and slavery?...I know not what course others may take; but as for me, give me liberty or give
me death!” (Thomas Paine, “Treason,” House of Burgesses. Richmond, Virginia, March 23,
1775).
1. Who does Thomas Paine think will betray whom when he says: “Suffer not yourselves
to be betrayed with a kiss.”
A) He believes the government of Great Britain will betray the American colonists.
B) He believes those who have been enslaved by the British will betray the American
colonists
C) He believes that the American colonists will betray each other by not declaring war
against Great Britain
D) He believes that the Loyalists (or Tories) will betray the Patriots
Desired Answer: A—He believes the government of Great Britain will betray the
American colonists.
2. Which of the follow does Thomas Paine NOT cite as justification for the United States
to declare war against Great Britain?
A) He believes that the British will continue to mistreat colonists as they have been for
the past 10 years.
B) He argues that the British crown has put colonists into the “chains of slavery”
C) He says that that the injustices that the British have committed against colonists are
acts of war, so in essence, they “already are in war.”
D) He opposes the practice of slavery, which the British support
Desired Answer: D—He opposes the practice of slavery, which the British support
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Hand Signals Practice-Sample Lesson Questions #3
Subject: ELA
Objective: SWBAT analyze the imagery and use of figurative language in Langston Hughes’s “A
Dream Deferred.”
“A Dream Deferred” by Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore-And then run?
Does it stink like rotten meat?
Or crust and sugar over-like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
1. Which of the following could you argue “it” refers to in the second line of the poem?
A) A dream that someone achieved a long time ago
B) A dream that is unrealistic
C) A dream that someone has stopped pursuing
D) A dream that requires more time to fulfill
Desired Answer: C—A dream that someone has stopped pursuing
2. Which of the following is the most likely reason that Langston ends with the line “Or
does it explode?”
A) To suggest that forgetting about, discarding, or giving up on one’s dreams is
dangerous; doing so can be destructive
B) To encourage people to pursue their dreams because doing so will eliminate all of
their problems
C) To discourage people from pursuing the American dream because it’s unachievable
D) To encourage readers to forget about their dreams because they distract people
from reality
Desired Answer: A—He compares dreams to a bomb, which suggests that he believes
that discarded dreams can become destructive (i.e., people who give up on their dreams
could become jaded and/or discourage others from pursuing their own).
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Hand Signals Practice-Sample Lesson Questions #4
Subject: Science
Objective: SWBAT use their knowledge of natural selection to evaluate the reproductive
success and evolutionary fitness of different organisms.
Key Terms to Know*
 Fitness: The ability to survive and produce offspring who can also survive and
reproduce.
 Reproductive Success: The number of offspring an individual produces.
*Note: Assume these were already covered earlier in the lesson
Name
Age at death
Top Speed (running)
# cubs fathered
# cubs surviving to adulthood
Size
George
13 years
37 mph
21
15
8 feet
Sam
16 years
26 mph
25
14
8.5 feet
Spot
12 years
28 mph
18
13
10 feet
Max
10 years
32 mph
20
19
9 feet
Directions: Prompt students to answer questions below using their analysis of the table above.
1. Which of the four male lions would be considered the least reproductively successful?
A) George
B) Same
C) Spot
D) Max
Desired Answer: C—Spot is the least reproductively successful because he fathers the
fewest number of cubs.
2. Which of the following scenarios WOULD result in natural selection?
A. Max has heritable characteristics that increase resistance to infections and help cubs
survive to adulthood.
B. Max’s cubs are captured by zookeepers, who give them antibiotics to help them fight
off infections while in captivity.
C. Max’s cubs inherit a gene that leads to the production of more fast twitch muscle.
This type of muscle helps the cubs run faster from predators and makes it easier for
them to capture prey.
D. A and C
Desired Answer: D—A & C would lead to natural selection. In both scenarios, Max’s
cubs would inherit genes that would increase their odds of surviving to adulthood (and
therefore producing more offspring). These genes would also be passed down through
generations, which would lead to natural selection over time.
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Check for Understanding 1.0 Video Analysis
EA.CFU.GR9.Bogard.'Go to IP.'Clip1617
What is effective about how Jon gathers data? What is effective about how he acts on it?
CFU 1.0 Reflection: Why is it so challenging to stop and go back to re-teach even when we are
aware of a lack of student mastery?
EA.CFU.GR8.Johnson.’Add on.’Clip1991
How does this clip exemplify the principles of CFU that we’ve discussed so far? How does it add
new ideas about CFU?
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Check for Understanding 2.0: Teach the Error
EA.CFU.GR6.Armstrong.'Intros.'Clip1649
Cut 1: What’s the meaning of a wrong answer in Jason’s class? How does he establish it?
Cut 2: Here Jason takes a different approach to wrong answers. What’s he doing here, and
why?
Culture of Error: How do Jason’s approaches to the “wrong answers” in these two problems
promote a “Culture of Error?” What is the message he is sending about wrong answers in his
class? What might the effects of this be?
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