Students monitor their own understanding, either on their own initiative or as a result of tasks set by their teacher. Possible Examples A student asks: is this assignment Teacher asks: anyone have a The teacher circulates during group or The teacher reminds students of the “How “Does to be graded?” question?” independent work, offering suggestions to characteristics of high-quality work (the A student asks, this quiz count When a student completes a problem on groups of students. assessment criteria), suggesting that the “Does towards my grade?” the board, the teacher corrects the The teacher uses a specifically formulated students themselves helped develop them. The teacher forges ahead with a student’s work without explaining why. question to elicit evidence of student While students are working, the teacher Possible Examples presentation without checking for The teacher, after receiving a correct understanding. circulates, providing substantive feedback (cont.) understanding. response from one student, continues The teacher asks student to look over their to individual students. The teacher says: job, everyone.” without ascertaining whether all students papers to correct their errors The teacher uses exit tickets to elicit “Good understand the concept. evidence of individual student understanding. Students offer feedback to their classmates on their work. Students evaluate a piece of their writing rubric and confer with the teacher about how it could be improved.
Students monitor their own understanding, either on their own initiative or as a result of tasks set by their teacher. Possible Examples Possible Examples (cont.) A student asks: “How is this assignment to be graded?” A student asks, “Does this quiz count towards my grade?” The teacher forges ahead with a presentation without checking for understanding. The teacher says: “Good job, everyone.” Teacher asks: “Does anyone have a question?” When a student completes a problem on the board, the teacher corrects the student’s work without explaining why. The teacher, after receiving a correct response from one student, continues without ascertaining whether all students understand the concept. The teacher circulates during group or independent work, offering suggestions to groups of students. The teacher uses a specifically formulated question to elicit evidence of student understanding. The teacher asks student to look over their papers to correct their errors The teacher reminds students of the characteristics of high-quality work (the assessment criteria), suggesting that the students themselves helped develop them. While students are working, the teacher circulates, providing substantive feedback to individual students. The teacher uses exit tickets to elicit evidence of individual student understanding. Students offer feedback to their classmates on their work. Students evaluate a piece of their writing rubric and confer with the teacher about how it could be improved.
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