checking for comprehension - startalk for comprehension greg duncan betsy hart...

Checking for Comprehension

Greg Duncan Betsy Hart [email protected] [email protected]

Monday, November 18, 13

mailto:[email protected]




Presenta(on Overview

•What is STARTALK?•What STARTALK resources are available?


Mission

to provide summer language learning opportuni(es for students and professional development opportuni(es for teachers in cri(cal languages


Current STARTALK Languages• Arabic • Chinese • Dari • Hindi • Portuguese• Persian • Russian • Swahili • Turkish • Urdu


STARTALK-‐endorsed Principles

• Implemen(ng a standards-‐based and thema(cally organized curriculum• Facilita(ng a learner-‐centered classroom • Using target language and providing comprehensible input for instruc(on• Integra(ng culture, content, and language in a world language classroom• Adap(ng and using age-‐appropriate authen(c materials • Conduc(ng performance-‐based assessment


Using the Target Language

• 2010: professional development on the use of target language in the classroom• 2011: increased use of the target language, but limited checks for comprehension• 2012: professional development on checking for comprehension and produc(on of a video


At the end of this session, you will be able to say, “I can . . .”

explain why checking for comprehension is essential

identify various types of strategies to check for comprehension

explain when specific strategies might be the most useful in checking for comprehension


Watch and Learn


Comprehension Check

Scientists have invented a new airborne shuttle.

The invention has many sophisticated working parts, including a ding alarm.

The new invention is expensive but will be bought by the government.


Did you understand the lesson you saw on the video?

Were you able to answer our questions?

In your classroom, is it possible for your students to answer questions without understanding?

Give a partner an example of when this could happen.


Did the teacher check for comprehension?

YES = Arms UP

NO = Arms straight out front


Do you think the teacher knew which students knew the answers and which ones didn’t?

• If yes, how did he know?• If not, why did he not know?

What did the teacher learn from the answers students gave?

What was NOT possible for him to learn based on his selection of this particular strategy?


Some of the strategies we used required no language.

Some of the strategies required limited language.

Some of the strategies required extended language.

What is useful about this strategy and why?

Did you notice . . . ?

Let’s take a closer look at each of these types of comprehension checks


More Strategies to Check for Comprehension

Non-Verbal Strategies

Student facial expressions and body language


Movement

Thumbs up /Thumbs down

Do as I say (TPR)/Act out


Make my sentence true / you understand

Hold-ups

Whiteboards

Response cards


Even MORE Strategies to Check for Comprehension

Oral Production Strategies

Either/or

Fill in the blank


Pair / Group Work

Numbered Heads Together


Name the States


Numbered Heads Together

Why is Numbered Heads Together a useful check for comprehension?


Turn and talk

Think - Pair - Share


3 big ideas I heard today

2 strategies I will use right away

1 “ah-ha” moment

Reflecting


As this session ends, I can . . .

explain why checking for comprehension is essential

identify various types of strategies to check for comprehension

explain when specific strategies might be the most useful in checking for comprehension


Checking for Comprehension

Greg Duncan Betsy Hart [email protected] [email protected]






checking for comprehension - startalk for comprehension greg duncan betsy hart...

Documents