By Douglas Fisher, Nancy Frey
For those who ever have scholars who're reluctant to inform you after they don’t comprehend something—or worse, let you know they comprehend after they particularly don't—then here is a publication that provides you tons of how to ascertain for knowing. study why general tips on how to payment for realizing are typically useless. And discover formative overview recommendations that paintings in any topic zone and grade point. broad lecture room examples assist you use those formative tests to right misconceptions, enhance studying, and version strong learn talents for person scholars or throughout a number of study rooms.
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Additional info for Checking for Understanding: Formative Assessment Techniques for Your Classroom
What did . . Who was . . When did . . How many . . Locate it in the story . . Point to the . . Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give examples, infer, interpret, paraphrase, predict, rewrite, summarize, translate Tell me in your own words . . What does it mean . . Give me an example of . . Describe what . . Illustrate the part of the story that .
Similarly, she noted that one student, Miriam, had difﬁculty with sequence; she met with Miriam during reading conferences and helped her use a graphic organizer to record events in order. S. 6 in her class for discussions about the textbook and primary source documents that her students read. During the course of study on the 1906 San Francisco earthquake, students read a number of primary source documents, 29 Fisher&Frey-Checking for Underst29 29 9/6/2007 12:37:46 PM Checking for Understanding including the proclamation by the mayor dated April 18, 1906.
Why is it the best? What do you think will happen to . . Why do you think that? Could this story really have happened? Which character would you most like to meet? Was _____ good or bad? Why? Did you like the story? Why? While Bloom’s taxonomy provides us with a way of organizing questions, teachers can structure interesting questions in other ways. The goal is for questions to provide students with an opportunity to think and the teacher with an opportunity to check for understanding. 4 provides a list of question stems that teachers can use in planning open-ended questions.
Checking for Understanding: Formative Assessment Techniques for Your Classroom by Douglas Fisher, Nancy Frey