Many of us can relate to a moment when we sat in a classroom perhaps confused or unsure about a concept being taught in class. For the bold, the raising of the hand and asking a question of the teacher was not difficult. But for many students, seeking direct clarification from the teacher can bring anxiety to the point that the risk of maybe being embarrassed just isn't worth it.
As teachers, we are frequently checking in with students in an informal way to see if everyone is on the same page. We look for raised hands, we engage in random calling and will often give a problem to solve or a question to answer. Yet, is this enough and are we doing it as frequently as we should? Are there better and more efficient ways to collect feedback from students to find out what they know and don't know?
Research shows that use of formative assessments (quick checks that guide the daily instruction of teachers in real time) are one of the best practices in teaching that can have a solid impact on overall student achievement. The key is to get the feedback quickly from students and modify instruction to meet their needs. Recently, some of our teachers have been asking students to take short polls via cell phones in class to gauge where the class is at. Some teachers use other methods such as "turn and talk," whiteboards, "ticket to leave" and so on. Next month, we are sending a team of teachers to attend a training on how to develop formative assessments and use data to guide instruction more effectively. They will take a look at a practice called "error analysis" which involves "identifying patterns of errors students are making, investigating student thinking that may have led to the errors, and taking targeted corrective action."
Our staff does a great job in creating a caring environment in the classroom where students feel safe in being an active participant in their education. Our hope is that learning more about the practice for checking for understanding will build upon this.
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