Informal+Checks+for+Understanding-Design+Checklist

Informal Checks for Understanding

=INFORMAL CHECKS FOR UNDERSTANDING (p. 234)=

//The following techniques provide efficient diagnostic and formative checks for student understanding and misconceptions://

Ask students to display a designated hand signal to indicate their understanding of a designated concept, principle, or process.
 * Hand Signals**

Periodically distribute index card and ask students to complete the following:
 * Index Card Summaries and Questions**
 * Side 1: Based on our study of (unit topic), list in the form of a summary statement Big Idea that you understand.
 * Side 2: Identify (as a statement or a question) something about (unit topic) that you do not yet fully understand.

Ask students to create a graphic organizer or drawing to represent key ideas and their relationship. Encourage them to minimize the use of words or labels. Then, have students explain their visual.
 * Think and Draw**

Periodically present students with an analogy prompt:
 * Analogy Prompt**


 * (__design concept, principle, or process__) is like __xxxxxxxx__ because __xxxxxxxx__.

Ask students to create a web or concept map to show the elements or components of a topic or process. This technique is especially effective in revealing the extent to which students understand the relationships among the elements.
 * Web or Concept Map**

Periodically, have students complete a brief essay summarizing what they think they understand about a given topic.
 * One-Minute Essay**

Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them to agree or disagree and explain their response. (The misconception check can also be presented in the form of a multiple-choice or true-false quiz.)
 * Misconception Check**

=DESIGN CHECKLIST - Stage 3 = (p. 238)

1. Y/N
 * The learning plan makes clear to students what they will be learning, what is expected of them (i.e., their performance goals) and how their work will be evaluated. W

2. Y/N
 * Diagnostic assessments are used in the beginning to check for potential misunderstandings and predictable performance (skill) errors. W

3. Y/N
 * The learning plan is designed to engage students, with special emphasis on the opening lessons and activities. H

4. Y/N
 * The learning plan is designed to equip learners with the prerequisite experiences necessary to understand the Big Ideas, and the needed information and skills upon which the understandings and performances depend. E

5. Y/N
 * Opportunities are provided to students to rethink their prior and emerging understandings, and to revise work based on feedback and guidance. R

6. Y/N
 * Ongoing assessments of individual and group progress provides students with feedback and guidance. E

7. Y/N
 * The learning has been personalized to accommodate the variety of learners' interests, styles, and abilities by differentiating content, process, and products. T

8. Y/N
 * The sequence of learning activities has been organized to maximize student engagement and productivity. O

Source: //Understanding by Design, Professional Development Workbook//. Jay McTighe and Grant Wiggins, 2004.