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#Post#: 58--------------------------------------------------
Checking for Understanding- Chapters 3 and 4
DIR By: Adrian
Date: June 23, 2011, 1:10 pm
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I just realized I posted in the last topic area instead of the
current one. I'll start the new one and refer you to the last
one if you are interested in that post. Maybe we can keep these
topics sorted. I hope this is correct.
#Post#: 59--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Patsie
Date: June 23, 2011, 3:27 pm
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Asking questions and writing assignments are usual activities in
the classroom. It is fascinating to me that by enhancing those
same old tecniques we can use them so much more effectively for
learning. I like the fact that these are normal things that we
can just improve on and get better information from as a
teacher. As a teacher I am not learning a new technique but
improving on a familiar one, so it is more doable for me.
#Post#: 60--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Anne
Date: June 23, 2011, 8:08 pm
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Sorry-this is going to be kind of long but after debating with
myself about posting it I decided to have a go with it. I have
been thinking a lot about checking for understanding and my
reticence to ask "stupid questions". I think many if not all
people can feel reticence to ask questions for clarification.
Example--
When my oldest daughter was 12, my husband decided it was time
for her to learn to irrigate. He started her out as he he had
her older brothers on the part that is known at our house as the
side hill. I remember being in the room as my husband gave what
he thought of as detailed and precise instructions as to how
many taps to put in the ditch, how far apart the taps should be
and other details such as how many hours they should run. When
my daughter finished hearing the instructions andafter she had
affirmed that she was ready and understood and AFTER my husband
left the room. She turned to me and asked, "WHAT is a TAP?"I was
so glad she asked. But she would not ask the expert (her dad)
such a question but rather a "peer" or person she perceived to
have very little expert knowledge on irrigating but might know
the answer and not be dismayed by her lack of knowledge.
I have been in her shoes many times.
It was a good example to me of what happens frequently in adult
to elementary classrooms when there is confusion on part of the
assignment. I call it the Amelia Bedelia syndrome. (Yes, I am
making this all up, but it makes sense to me.)
Amelia Bedelia from children lit., one may recall is the hapless
maid who though ever so conscientious and willing to do her best
and be the best housekeeper/maid ever is known for her dreadful
misunderstandings, disasters and mistaken interpretations of
instructions.
When instructed on what was expected of her for the day, Amelia
Bedelia never checks with her boss for clarity on the
instructions. In fact, she thinks she understands, even takes
notes on what is expected and then proceeds to amuse readers
with all the subsequent pratfalls and hijinks. Somehow she keeps
from getting fired by her ability to cook a few things well.
I have thought about Amelia Bedelia's problems as being symbolic
of ourselves or at least myself and my students as pertaining to
the topic of checks for understanding. If only Amelia Bedelia
when pondering and noting the absurdity of the cut and dried
instructions would question for clarity, then all the books
would of course be ruined. Picture how by asking "What do you
mean by "separating the eggs?" and then having the Mr. and Mrs.
of the house model separating egss for her, showing her once
what it looks like done well, then having her try it in front of
them to make sure she understands how to keep from getting
eggshells mixed in the two egg mixtures, keeping the egg yolk
from breaking, and explaining why egg whites need to be separate
in some dishes to make meringues and other frothy things, then
she could be left separating eggs blissfully for the rest of her
life rather than being laughed at when she puts one egg in one
corner of the kitchen, another egg in another corner or in a
different room "separating" them. Although she amuses us with
her lapses, I am not as amused when I am confronted by the
practical application of assignments made to me as a teacher
that I don't fully understand what the finished product should
be or whatever. I am sure my students have some anxiety as they
try to please me but don't have the checks for understandings
done as frequently as needed or rushed past clarifications
without satisfying the essential need for practical
understanding of what the assignment is.
My question for the rest of you is Am I alone in this? How do
you build trust so that the questions that we don't even know
are out there will be asked us? Do we wait for failure and then
reteach?
How do the ideas in this chapter apply to kindergarten. Socratic
lectures? I can't see it. Quick writes while I am circulating
through the group. Hard to picture as well? So my question for
the group is, "What are some ways I can usec a quick write in
kindergarten when all the students can write after about 4
months of kindergarten are their first names and some last
names, the phrases, "I see" and then a picture, I like... (and
then a picture. and I can... (and then a picture) So for the
quick writes do I just have them drawing pictures for the ideas
the first half of the year or what other ideas for writing could
I use to make kindergarten writing work the way it does in the
other grades for ideas and understanding? It seems hard to come
up ideas for that for me.
#Post#: 61--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Julie
Date: June 24, 2011, 9:57 am
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Wow, Anne! You are right that was a long post, but very
worthwhile! I loved your Amelia Bedelia theory. I use those
stories when I teach multiple meanings of words. I think that
you do a great job of checking for meaning. When you use the
vocabulary program, Text Talk, you are constantly checking for
meaning. You could do a quick write with a sentence start using
one of the Text Talk words that you just taught. For example, "I
am dismayed when..." I certainly would not trade places with
you in a million years. You have the patience that is needed to
keep repeating and repeating, both concepts and routines, so
that when we get those little cherubs they are ready for the
bigger and better things that you are reading about. Thanks!
So, I have come up with my second professional goal for this
coming year. I am going to model good partner sharing once a
week. I will use Carol, our instructional facilitator,
principals, and anyone who is in the hallway. I think that if I
take the time to do a quick review of partner sharing in a
variety of topics for a variety of reasons I will have more
success with partner sharing that really helps to build
understandning.
I also recognized myself in the reading when it was discussed
about passing papers out while supposedly listening to student
responses. Ugh! I also will give directions while doing other
tasks. Not so good! I will try to listen to responses
respectfully and give directions while not multi-tasking. Using
the smart board for teaching lessons has cured me of online
shopping while teaching! :) Just kidding, Matt!
#Post#: 62--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Adrian
Date: June 24, 2011, 12:52 pm
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Hey Anne, I too loved your post. I think trust for a sub may
be easier than for you guys who are there everyday. I know when
I ask a question, in any setting, my willingness to ask another
one depends almost totally on the reaction I get from the person
being asked. If they are impatient, or laugh, or give any other
negative feedback, in either verbal response, or body language,
I am done asking questions. For you who are in this environment
every day, all day long, I think it would be very easy to become
impatient and get short with some students, who may just be
trying to jerk your chain anyway, or even others who you have
just reached your limit. Another thing I like to keep in mind,
is that even though I am nearly ancient, I can still remember
what it was like to be a kid and try to empathize more with kids
when they are asking questions or look puzzled and maybe even
ask them the question I would have had. I also think I know you
well enough to know that even though all the material we are
learning may not be geared specifically for kindergarten, you
will find ways to adapt or modify or simply use the information
for inspiration to come up with your own application that does
work.
#Post#: 63--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Anne
Date: June 24, 2011, 2:55 pm
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Thanks Julie and Adrian and all,
I do have the most problems with application of some of the
checks for understanding down to my kindergarten level.
See I CAN write a short post.
#Post#: 64--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Pam
Date: June 24, 2011, 5:22 pm
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I too loved your Amelia Bedelia story Anne. I also
sympathize with you in trying to decide how I can use the oral
checking for understanding techniques in first grade. Using
story retelling, think pair share or a whip around can be
difficult especially at the first of the school year. My goals
are as simple as trying to get my students to look at their
partner and actually say something about the topic. I also
agree with Julie that I must model over and over again on how I
want my students to orally share.
#Post#: 65--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Carrie
Date: June 25, 2011, 10:18 am
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I have really enjoyed this reading and just love reading the
blogging.
I do find myself with a long list of big words to look up, I'm
so glad I have a dictionary handy!
Checking for understanding is important in all aspects of life.
I remember a cooking experience at our house many years ago with
a 5th grader, not sure of her fractions, but so determined to
make muffins. The recipe called for 1 and 1/2 cups of water. It
was written 1 1/2. When she called to me in the back room that
she had added the 11 cups of water, "now what do I do with this
number 2 by it?" It was sad...but a fun little thing to learn
from as she dumped the now huge liquid mess down the drain and
started over with a fraction lesson and a new batch of muffins.
:)
#Post#: 66--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Rebecca
Date: June 26, 2011, 5:56 pm
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This is a response to the posts and not to the question:)
As I read everyone's responses, it reminded me of earlier
reading about whether the curriculum should be a mile long and a
foot deep or a foot long and a mile deep. I don't think it is
just in elementary school that it takes a year for students to
really know a new strategy. Julie, you talked about working next
year on partner sharing. It really makes sense to me, to choose
a few "checking for response" strategies and then everyone
teaching second grade students should use the same strategies
(including library class time). How comfortable that would be
for students. In the secondary grades, we have the opportunity
to build on the strategies that elementary teachers have already
taught...but I don't think we as secondary and elementary
teachers ever get connected enough to share the different
strategies that students have already been taught. It is a bit
like reinventing the wheel. Perhaps a part of a beginning
inservice day should be a 'passing of the torch" for different
learning strategies. :)
#Post#: 68--------------------------------------------------
Re: Checking for Understanding- Chapters 3 and 4
DIR By: Rebecca
Date: June 27, 2011, 7:07 am
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I thought this section of reading had a good variety of ways to
check for understanding. I have always thought the RAFT strategy
to be under used for the value that I see in it. I think it
offers a way for students to have choice, to be creative, to
have a bit of fun with the writing and still it is a good check
for understanding. Dan shared some student RAFT examples with
me from one of his elementary classes. They were great! I also
remember reading a RAFT paper that one of Josh Collin's students
had written. This student had taken the role of a soldier's boot
to discuss a war they were studying. It was apparent from the
paper that the student knew the material and that the student
had fun writing it.
I also liked the reminder in Chapter 3 oflistening techniques
that we can employ to communicate to students that we are
interested in the answers students are giving. It reminded me
of times that I have been talking to someone and felt that they
weren't listening or that they were in a hurry for me to finish.
I know that I often use the student answer time to look at my
lesson plan to see what is next etc.
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