GVP Staff Development Mini, September 5

GVP Staff Development Mini, September 5

Topic: Checking comprehension

Reading: Levine & McCloskey. Pp. 252-254

Supplementary optional reading: Echevarria & Short, 218-221

Note: Copies of examples & templates at (handouts)

Checking Comprehension

1 Comprehension. In order to provide comprehensible input, we must know if our learners understand the language and tasks we use in our classes.

Question: What happens when we address a question to the whole group and then nominate someone to respond who raises her hand?

Question: If the teacher asks every question to individual students, about how much response time will each learner get per class, on average?

2 Dipsticking. What is “dipsticking”? Why is it important?

Dipsticking is checking comprehension of all students often (every 10 minutes, at least – even more often with beginners).

3 Dipsticking Techniques. What techniques do we already use at GVP for checking comprehension?

4 Demonstration of dipsticking techniques:

1. TPR. (This is a great teaching technique for beginners, as well as an assessment tool.) Giving commands for actions, observing student performance, and noting on checklist. (Please go to the blackboard and point to the tens place.) See sample scripts attached and supplementary handout on website.

1. One-question quiz. Teacher asks a question. Students respond on paper or slate. Teacher observes and assesses by walking around the room with checklist.

1. Partner questions. Teacher asks a question which students answer with a partner. Teacher observes and afterward asks a few students to repeat their partners’ answers.

1. Exit ticket. Before students can leave the room at the end of class, they must answer a question/demonstrate something they learned as specified by the teacher.

1. Signals, e.g.,
2. Thumbs up, thumbs down, thumbs sideways.

1. Gestures such as, how big…
2. Sign language signals – see chart for examples.

(Note: Gallaudet is a free downloadable font.

1. Fingers for multiple choice

(Note: Sometimes it’s better if students respond with eyes closed.)

1. Cards, e.g.,
2. Color cards, e.g., Green, yellow, red for writer’s workshop
3. + - × ÷
4. Number cards
5. Response cards: Yes, no, I don’t know, True, False, etc.

1. Slates – students write responses, symbols, pictures, numbers, etc.

5 Differentiated dipsticking

1. Differentiated questions, e.g., QAR; Bloom’s taxonomy, …
2. Differentiated activities, e.g., some say a word; others write a sentence.
3. Differentiated responses – in length or form (write sentences, write words, write initial letters, draw, etc.)

Suggested Follow-up

Conduct classroom “walk-throughs” to observe for comprehension checks

1. Plan to spend about 10-15 minutes in the next week visiting another teacher’s classroom. Ask Amy or Mary Lou to step in for you if needed.
2. Observe the class, looking for and noting specific evidence of:

• Comprehension – evidence might include student responses, student products, student activities, posture and body language, facial expressions.
• Comprehension checks – note any examples of comprehension checks used during your visit.

1. Provide the teacher with feedback, describing what you observed, and discussing your observations together. Focus on positive examples.
2. Plan to discuss together next Thursday.

Our ideas:

2013-09-06 Appendices: Sample TPR Scripts, Sign Alphabet & Signal Cards

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GVP Staff Development Mini – Sept. 5, 2013 M.L. McCloskey, PhD

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GVP Staff Development Mini – Sept. 5, 2013 M.L. McCloskey, PhD