Yes, I know it's been longer than 2 weeks since our last Management Monday... But, with Parent Conferences and a short week, I thought I'd give you one less thing to worry about for a while.
For the next few weeks we will be focusing on Checking for Understanding (and then doing something about it!). This may not seem like a classroom management technique, but when students are getting the instruction they need, behavior improves. I can't wait to hear about your challenges and successes as you work on this strategy for the next few weeks.
To download a printable version of the Check for Understanding Reference Sheet, click here.
I love the focus on data. It is so surprising to see where the holes are.
ReplyDeleteI like to start math class with a review question, I'm wondering if I should start using exit tickets for to know right away what my review question should be for the next day.
ReplyDeleteI have tried to reteach a certain math concept in so many different ways, (responding to data) so I appreciated the reteach ideas that were listed in the article. Sometimes you need a list like this to get a new handle on how to teach a concept that just isn't getting through to the students. I now just need to work on getting that to translate to a formal assessment.
ReplyDeleteI do a small reteach worksheet or lesson for my math students. When I notice that they are struggling, I like to work on what they are struggling with right away. I also have an enrichment sheet or game that helps my students that understand what we did.
ReplyDeleteI have retaught a concept using a different approach or different examples, especially when I need to reteach a math lesson. If I notice there is a specific part of the concept they aren't understanding, I focus on that little piece when I reteach.
ReplyDeleteLike a lot of the other teachers I use this technique a lot in math. If I notice my students are struggling with a strategy or math concept I use the My Math reteach and enrich worksheets. I also like to teach them another way using a game or a different resource other than My Math. I put the difficult concept in their centers so they are exposed the game or other resources each day so they can get the repeated practice. I feel like it has really helped my kiddos who struggle. Some of my students get upset because they do they same task/lesson everyday for a week or so. but that reteach and daily practice has been awesome for them, even if they don't appreciate it at the time!
ReplyDeletereteaching using a different approach is vital in every grade, especially kindergarten. In kindergarten you get to see what types of learners you have for the first time. Using a variety of ways to teach the same concepts can help with grouping students as well as seeing who needs more help. After I teach my lesson, I usually have a small group who needs more help and either myself or my aid take them to the back table to reteach in a new way to make sure all of our learners are understanding.
ReplyDeleteI try to get multiple responses from students across the board. Usually using whiteboards, but sometimes I have them show 1, 2, or 3 on their fingers. with math I usually have more than one idea of how I can teach the material. Depending on how many students are struggling I'll either reteach the entire class, but usually I try to reteach small groups by making it a center. I will also revisit concepts throughout the week,
ReplyDeleteI like to use a wide range of sets. viewing the room and checking for either thumbs up, down, or sideways is a decent measure. Some students will say they get it though even when they don't. The randomizer in class dojo is nice because it helps you choose students who may not be chosen because of bias or habits, showing what they do and don't understand. I like to use exit tickets to see what students are picking up and what they are not. These can be short summaries for literacy, or a math problem. Kahoot is really nice for data grabbing in fun way since they have an analytics tool at the end to show you percentages and right/wrong answers (including what they chose) to find the gaps.
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