This quiz is a check for understanding to see what you have learned about “Checking for Understanding” from Section 4.1. You may take this quiz as many times as you like, using any resources you like. Please pay close attention to the feedback offered for each answer.
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Which of the following is NOT true about checking for understanding?
Checking for Understanding should always be planned.
Imagine that you are observing a beginning teacher who is struggling to meet the needs of her novice students in a high school Arabic class. The class lasts for 50 minutes. During the observation, you notice that she begins the lesson by asking students to use individual white boards to privately write and share their answers to verbal question. The lesson continues for another 30 minutes as the teacher continues to provide a significant amount of content input in the form of new expressions. She uses many hard copy photographs as visuals and repeats the expressions at least once while students sit and listen.
At the end of the lesson, she asks students to complete an exit slip activity to indicate how they felt about the lesson. Later, as she is reviewing the exit slips, she notices that almost all of the students indicated that they were confused for most of the day’s lesson.
Which of the following might explain the results of the exit slips?
Asking students as a group, “”Do you understand?” is not a good check for understanding.