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In the Thinking Classroom, students work through "Check Your Understanding" questions/problems (Practice #11) for themselves following a learning experience.
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Provide Check Your Understanding questions that are not organized by complexity.
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Provide Check Your Understanding questions that are organized by complexity (e.g., mild, medium, hot).
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Provide Check Your Understanding questions on a regular basis and combine their use with a Navigation Tool for students to use as a self-evaluation tool.
BACKGROUND
BACKGROUND
WHAT are Check Your Understanding questions?
WHAT are Check Your Understanding questions?
In the Thinking Classroom, "practice" is called "check-your-understanding." Students work through problems that are organized by stages of difficulty, choosing the challenge they are ready for, completing as many as they choose to. This work is not collected, monitored or evaluated by the teacher. Instead, it is for students.
WHEN should I provide Check Your Understanding questions?
WHEN should I provide Check Your Understanding questions?
Check Your Understanding questions are appropriate any time when students need to try to apply their new learning in repeated situations. But not all students need to complete all questions.
HOW should I use Check Your Understanding questions?
HOW should I use Check Your Understanding questions?
Provide students with a set of problems that are organized by challenge. Encourage students to choose a starting point and move through different challenges as they feel ready.
WHERE should students complete Check Your Understanding questions?
WHERE should students complete Check Your Understanding questions?
Students can complete these in or on spaces that make sense to them: notebooks, whiteboards, digital surfaces, etc. Preserve the notion that these are for students and they should control where they complete them.
WHERE can I find Check Your Understanding questions?
WHERE can I find Check Your Understanding questions?
There are a variety of sources for these problems, including the sample bank below, as well as online applications, textbooks, etc.
What is important is intentionally designating questions according to their complexity. Use descriptors that allude to the complexity of the question (e.g., mild, medium and hot) not the identity of the student (e.g., beginner, average, expert).
CHECK YOUR UNDERSTANDING RESOURCES
CHECK YOUR UNDERSTANDING RESOURCES
Navigate to different worksheets on the spreadsheet below to find resources to help students check their understanding of various concepts in the course.
If you have a resource that should be added to this growing bank, contact an Itinerant Coach.
CHECK YOUR UNDERSTANDING SAMPLE PROBLEMS
CHECK YOUR UNDERSTANDING SAMPLE PROBLEMS
The banks of sample problems below offer examples of "mild," "medium," and "hot" problems that can be used to create independent "practice" for students. They can also be used to help design assessments or evaluations, especially because they can offer students choice.
View the sample problems by strand:
STRAND D: Data
STRAND F: Financial Literacy
EQUITABLE TEACHING PRACTICES:
EQUITABLE TEACHING PRACTICES:
By acknowledging and actively working to eliminate the systemic barriers that Indigenous, Black, racialized and marginalized students face, educators create the conditions for authentic experiences that empower student voices and enhance their sense of belonging, so that each student can develop a healthy identity as a mathematics learner and can succeed in mathematics and in all other subjects.
Adapted from Ontario Ministry of Education Curriculum - Mathematics: Grade 9
UNIVERSAL DESIGN FOR LEARNING
UNIVERSAL DESIGN FOR LEARNING
all students may benefit from a choice of digital or paper version
provide time for processing for all students
provide time in class for immediate feedback
STUDENTS WITH SPECIAL EDUCATION NEEDS
STUDENTS WITH SPECIAL EDUCATION NEEDS
provide a digital version where students can record their thinking in a way that makes sense
chunk problems by providing students only one stage in complexity (or one problem) at a time
MULTILINGUAL LEARNERS
MULTILINGUAL LEARNERS
highlight key vocabulary
encourage the use of primary language for translanguaging
use visuals in instructions
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