Reflection: Checks for Understanding Frogger (Day 1) - Section 3: Explore


I have found that using brief note card activities to help students find a partner serves as a great way to check for student understanding of concepts on both the whole class level and individual level.  While the students look for a partner whose card goes along with their card, I listen to the conversations that occur.  During these conversations, students are required to think about and discuss the information on their own card and determine whether or not it relates to the information on the card of one of their classmates.  If I notice a student having difficulty finding a partner, I can use guiding questions to help him/her better understand the information.  If the whole class is having difficulty, I know that I need to readdress some of the content.

Using the cards also allows me to differentiate.  For instance, as I hand out the cards, I make sure to give students a word or definition that I think will provide the right level of challenge.  The manner in which I hand out the cards also helps to predetermine the partners.  Using the cards is not always a guarantee of partners though, since the cards for this lesson have multiple copies of each word/definition.

  Differentiating while checking for understanding
  Checks for Understanding: Differentiating while checking for understanding
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Frogger (Day 1)

Unit 1: Problem Solving
Lesson 6 of 16

Objective: SWBAT identify a problem within the environment and brainstorm, develop, and present models that can serve as solutions to the problem.

Big Idea: In this lesson students build models to help prevent frogger from become a hazard in the real world.

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