checking for understanding:
Goodwin and Hubbell take a look at successful coaches. What do these successful coaches do? How can we take the practices of these coaches and apply this in our classrooms? They found that coaches of elite performers have a process of observing students, identifying opportunities for improvement, focusing students on improving their skills in targeted areas, and reteaching as needed to ensure master of new abilities. But most importantly, successful coaches take ownership of students abilities, whether they fail or succeed. Goodwin and Hubbell give us some insight on how we can be a coach in our own classrooms.
“At its most basic level, what coaches of elite performers do differently is a fairly straightforward process of observing students, identifying opportunities for improvement, focusing students on improving their skills in targeted areas, and reteaching as needed to ensure mastery of new abilities” (Goodwin and Hubbell, 2013). I think looking at teaching from a coaches' perspective is a great idea. I believe it helps remind us that we need to be diligent in making sure that our students are understanding what we are teaching them, and help to coach them to mastery.
“The whole purpose of checking for understanding, of course, is to learn where students are struggling so we can do something about it in a timely manner—namely, provide them with additional opportunities to master the material” (Goodwin and Hubbell, 2013). Constantly checking for understanding is something that a teacher has to do while teaching. In addition, these assessments need to come in all different forms and should be both formative and summative. Teachers can then use their assessments to help them coach students to mastery.
Use Frequent Checks for Understanding:
Goodwin and Hubbell, however, express that homework needs to be used with intention -- not just because homework is an expectation. “This doesn't mean that teachers should not assign homework; rather, they should do so intentionally. For example, if classroom or homework assignments merely ask students to rehash what they already know, then they're not likely to improve performance; it's just busywork. However, if the assignments challenge students to practice new skills, especially in areas where they're struggling, then they can be effective at improving performance” (Goodwin and Hubbell, 2013). I like the idea of not necessarily grading every homework assignment but using it as a teaching tool to find out areas of improvement. Instead of giving all homework assignments letter grades, I think it is beneficial to provide feedback on effort. This should help with any "push-back" regarding homework and help students see it not just as busywork.
Opportunities for Deliberate Practice:
Again, understanding how each of your students learn is key. “The reality, though, is that not every technique will work equally well with every student. Thus, as a teacher, you must continually expand your portfolio of teaching strategies and be open to trying something new when what you're doing doesn't seem to work with a particular student or group of students” (Goodwin and Hubbell, 2013). We should have options when it comes to reteaching and provide choices to our students. This helps ensure that we can be as effective at reteaching as possible, as well as making sure that the students are actually benefiting. “It's difficult, if not impossible, to improve student performance if we're not keenly aware of what concepts they're struggling to comprehend or what skills they're struggling to master” (Goodwin and Hubbell, 2013).
Recognize Students Failures as My Own:
I think that Goodwin and Hubbell sum up checking for understanding really well. “Indeed, this is the very essence of what lies at the heart of both great coaching and teaching—understanding what students can do, recognizing where they must improve, and helping them do something about it. Moreover, it is the act of coaching that makes teachers truly indispensable. Anyone armed with a book (or search engine, for that matter) can impart knowledge, but not everyone can coach” (Goodwin and Hubbell, 2013).
“At its most basic level, what coaches of elite performers do differently is a fairly straightforward process of observing students, identifying opportunities for improvement, focusing students on improving their skills in targeted areas, and reteaching as needed to ensure mastery of new abilities” (Goodwin and Hubbell, 2013). I think looking at teaching from a coaches' perspective is a great idea. I believe it helps remind us that we need to be diligent in making sure that our students are understanding what we are teaching them, and help to coach them to mastery.
“The whole purpose of checking for understanding, of course, is to learn where students are struggling so we can do something about it in a timely manner—namely, provide them with additional opportunities to master the material” (Goodwin and Hubbell, 2013). Constantly checking for understanding is something that a teacher has to do while teaching. In addition, these assessments need to come in all different forms and should be both formative and summative. Teachers can then use their assessments to help them coach students to mastery.
Use Frequent Checks for Understanding:
- Ask revealing questions that encourage critical thinking
- Plan questions in advance
- Let students talk
- Use efficient audience response techniques (ex: turn and talk, peers turn to a partner and discuss OR Thumbs up = yes, Thumbs down = no)
- Use homework or quizzes to check understanding
Goodwin and Hubbell, however, express that homework needs to be used with intention -- not just because homework is an expectation. “This doesn't mean that teachers should not assign homework; rather, they should do so intentionally. For example, if classroom or homework assignments merely ask students to rehash what they already know, then they're not likely to improve performance; it's just busywork. However, if the assignments challenge students to practice new skills, especially in areas where they're struggling, then they can be effective at improving performance” (Goodwin and Hubbell, 2013). I like the idea of not necessarily grading every homework assignment but using it as a teaching tool to find out areas of improvement. Instead of giving all homework assignments letter grades, I think it is beneficial to provide feedback on effort. This should help with any "push-back" regarding homework and help students see it not just as busywork.
Opportunities for Deliberate Practice:
- Be clear about the purpose of the practice.
- Show students how.
- Provide multiple opportunities for knowledge retrieval.
- Observe students practicing
- Provide feedback
- Use a different method when reteaching.
- Ask colleagues for advice and ideas
- Conduct your own action research
Again, understanding how each of your students learn is key. “The reality, though, is that not every technique will work equally well with every student. Thus, as a teacher, you must continually expand your portfolio of teaching strategies and be open to trying something new when what you're doing doesn't seem to work with a particular student or group of students” (Goodwin and Hubbell, 2013). We should have options when it comes to reteaching and provide choices to our students. This helps ensure that we can be as effective at reteaching as possible, as well as making sure that the students are actually benefiting. “It's difficult, if not impossible, to improve student performance if we're not keenly aware of what concepts they're struggling to comprehend or what skills they're struggling to master” (Goodwin and Hubbell, 2013).
Recognize Students Failures as My Own:
- Examine student error patterns as your own
- Journal your successes and challenges: will help you recognize patterns in student learning
- Record your own practices: you can see your strengths and weaknesses
- Ask others to observe you
- Ask for a coach
I think that Goodwin and Hubbell sum up checking for understanding really well. “Indeed, this is the very essence of what lies at the heart of both great coaching and teaching—understanding what students can do, recognizing where they must improve, and helping them do something about it. Moreover, it is the act of coaching that makes teachers truly indispensable. Anyone armed with a book (or search engine, for that matter) can impart knowledge, but not everyone can coach” (Goodwin and Hubbell, 2013).
References
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.
Smartmaths. (2011,June 11). Checking for understanding [Video file]. Retrieved from http://www.youtube.com/watch?v=vd7TO9alAss.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.
Smartmaths. (2011,June 11). Checking for understanding [Video file]. Retrieved from http://www.youtube.com/watch?v=vd7TO9alAss.