Checking for understanding in synchronous sessions involves the careful selection and integration of strategies and tools. As is the case in a face-to-face setting, it is essential to begin the planning process by first identifying the learning targets, or what students should know and be able to do at the end of the lesson. This task should be completed before you create your assessments, your checks for understanding and learning activities. Further, it is also important to make these important decisions prior to the selection of any technology or tool.
Some of you might be wondering how you can gauge student understanding if you can’t see them. One of last year’s lead instructors, Bobby Hobgood created the following overview video that specifically addresses this question. As you view this video, consider which examples you (and eventually your teaching partner for your co-teaching in Module 6) will be able to use with novice level learners such as the University of Toledo students you will be teaching. You may refer to this video as you plan your asynchronous micro-lesson in Module 4, your synchronous micro-lesson in module 5 and of course, your 60-minute co-teaching lesson in Module 6. This video was filmed using the same platform, Adobe Connect, that you’ll use when teaching all of your synchronous lessons. The video describes basic checks for understanding you can use in any web conferencing platform.