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| checking for understanding fisher and frey: Checking for Understanding Douglas Fisher, Nancy Frey, 2014-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren't students getting it? And, just as important, why didn't the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey's work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) TeachingTM. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. |
| checking for understanding fisher and frey: Checking for Understanding Douglas Fisher, Nancy Frey, 2015-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. |
| checking for understanding fisher and frey: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility Doug Fisher, Nancy Frey, 2010-09-10 Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks. You'll find out how to use the four components of this approach to help meet critical challenges, including differentiating instruction and making effective use of class time: 1. Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students.2. Guided Instruction: Working with small groups of students who have similar results on performance assessments. 3. Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. 4. Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products. The authors explore each component using student dialogues and examples from a variety of disciplines and grade levels. They provide tips and tools for successfully implementing this instructional approach in your own classroom, including checklists for classroom setup and routines, critical questions, real-world lesson plans, and more. No matter what grade level you teach, Better Learning Through Structured Teaching is your essential guide to helping students develop and expand their capacity for authentic and long-lasting learning. |
| checking for understanding fisher and frey: The Formative Assessment Action Plan Nancy Frey, Douglas Fisher, 2011 Nancy Frey and Douglas Fisher reveal how to create a failsafe assessment system that leads to purposeful lessons, clear indicators of student understanding, and forms of feedback that improve student performance. --from publisher description. |
| checking for understanding fisher and frey: Guided Instruction Douglas Fisher, Nancy Frey, 2010-10-18 This book explains how teachers can use guided instruction-gradually transferring knowledge and the responsibility for learning to students through scaffolds for learning-to boost students to higher levels of understanding and accomplishment. |
| checking for understanding fisher and frey: Productive Group Work Nancy Frey, Douglas Fisher, Sandi Everlove, 2009 Find out how matching research-based principles of collaborative learning with practical action can make all group work productive group work, with all students engaged. |
| checking for understanding fisher and frey: Bringing Math Students Into the Formative Assessment Equation Susan Janssen Creighton, Cheryl Rose Tobey, Eric Karnowski, Emily R. Fagan, 2015-01-21 Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books. Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics. Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX |
| checking for understanding fisher and frey: Rigorous Reading Nancy Frey, Douglas Fisher, 2013-08-30 What it really means to “read closely” Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further: Purpose & Modeling Close & Scaffolded Reading Instruction Collaborative Conversations An Independent Reading Staircase Performance |
| checking for understanding fisher and frey: The Purposeful Classroom Douglas Fisher, Nancy Frey, 2011 In this practical guide, authors Douglas Fisher and Nancy Frey offer a variety of strategies that K-12 teachers can use to craft effective, standards-based purpose statements, assignments, and tests across grade levels and content areas. |
| checking for understanding fisher and frey: Comprehension [Grades K-12] Douglas Fisher, Nancy Frey, Nicole Law, 2020-08-20 Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world. |
| checking for understanding fisher and frey: This Is Balanced Literacy, Grades K-6 Douglas Fisher, Nancy Frey, Nancy Akhavan, 2019-08-26 This is Balanced Literacy: Grades K-6 Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential? The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include: • Instructional materials comprised of both informational and narrative texts. • The best uses of instructional delivery modes, including direct and dialogic instruction. • Grouping patterns that work best to accomplish learning aims for different learners at different stages. • Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. • Technology used as a tool for increasing learning of a specific literary process. All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers. |
| checking for understanding fisher and frey: All Learning Is Social and Emotional Nancy Frey, Douglas Fisher, Dominique Smith, 2019-01-17 While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others. If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them. Helping students identify, describe, and regulate their emotional responses. Promoting the cognitive regulation skills critical to decision making and problem solving. Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. Equipping students to becoming informed and involved citizens. Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this books integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives. |
| checking for understanding fisher and frey: Developing Assessment-Capable Visible Learners, Grades K-12 Nancy Frey, John Hattie, Douglas Fisher, 2018-01-11 “When students know how to learn, they are able to become their own teachers.” —Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement. |
| checking for understanding fisher and frey: Common Formative Assessments Larry Ainsworth, Donald Viegut, 2006-04-28 Common formative assessments—the centerpiece of an integrated, standards-based system! Now you have powerful means to closely align curriculum, instruction, and assessment to the standards essential for student success. This timely resource presents the big picture of an integrated, standards-based instruction and assessment system, and offers guidelines for: Aligning school-based common formative assessments with district benchmarks and large-scale summative assessments Predicting likely student performance on subsequent assessments in time to make instructional modifications Implementing and sustaining common formative assessments within the school’s or district’s culture |
| checking for understanding fisher and frey: Visible Learning for Literacy, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2016-03-22 Every student deserves a great teacher, not by chance, but by design — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are visible for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the aha moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways, say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time. |
| checking for understanding fisher and frey: Unstoppable Learning Douglas Fisher, Nancy Frey, 2015-01-28 Discover proven methods to enhance teaching and learning schoolwide. Identify questions educators should ask to guarantee a positive classroom culture where students learn from each other, not just teachers. Explore ways to adapt learning in response to students’ individual needs, and gain strategies and tools to create clear learning targets, prepare effective lessons, and successfully assess instruction. |
| checking for understanding fisher and frey: Background Knowledge Douglas Fisher, Nancy Frey, 2009 Why background knowledge? Because the Grapes of Wrath is dry reading if students don't know about the Dust Bowl. Because the Boston Tea Party is a non-event if students don't know loyalists from patriots. Because knowing a triangle has 180 degrees isn't the same as knowing why. Because content-area comprehension depends on it, you and your students need Background Knowledge. Douglas Fisher and Nancy Frey help you develop lasting subject-area understanding with ideas for modeling, guided practice, productive group work, and independent work that effectively engage adolescents. You'll learn to: distinguish incidental knowledge from core background knowledge check students' understanding prior to a unit with tools such as opinionnaires, interest surveys, and anticipation guides model how to activate and apply prior knowledge so kids can wrestle with new content build up students' background knowledge through virtual fieldtrips, YouTube, guest experts, and more provide collaborative ways for students to develop expertise, show what they know, and own their learning. Doug and Nancy also build your background knowledge with multimedia book-study resources at www.heinemann.com/backgroundknowledge. As teachersour job is not to simply fill students' heads with facts, write Doug Fisher and Nancy Frey. We need to have students manipulate and apply information so that it becomes a permanent understanding. That's why the time is now for Background Knowledge. |
| checking for understanding fisher and frey: Enhancing RTI Douglas Fisher, Nancy Frey, 2010-10-01 Are we missing the opportunity to reach struggling learners from the very beginning? Are we hastily—and unnecessarily— referring students to intervention programs that substitute for high-quality core instruction? What if we could eliminate the need for intervention programs in the first place? Response to Intervention (RTI) programs are only as powerful and effective as the core instruction on which they're built. High-quality instruction, then, is the key ingredient that helps all students excel, and it's at the heart of Douglas Fisher and Nancy Frey's unique approach to the RTI model — Response to Instruction and Intervention, or RTI2. In Enhancing RTI, the authors argue that students learn best when classroom instruction and supplemental intervention mirror each other in both content and purpose. This book provides K-12 teachers with the knowledge and tools they need to implement a cohesive RTI2 system that helps all children learn by proactively addressing their needs. To this end, you will learn how to * Integrate and align core instruction and supplemental intervention. * Assess your own classroom instruction, in addition to your students' responses to it. * Strengthen existing school improvement efforts within an RTI2 framework. * Utilize systematic feedback to raise student achievement. Fisher and Frey maintain that the RTI2 model not only promotes active student learning, but it also, when done right, promotes a culture of hardwired excellence at all levels of instruction. |
| checking for understanding fisher and frey: Teaching Literacy in the Visible Learning Classroom, Grades K-5 Douglas Fisher, Nancy Frey, John Hattie, 2017-01-20 Teach with optimum impact to foster deeper expressions of literacy Whether through direct instruction, guided instruction, peer-led and independent learning—every student deserves a great teacher, not by chance, but by design. In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity. Chapter by chapter, this acclaimed author team helps put a range of learning strategies into practice, depending upon whether your K–5 students are ready for surface, deep, or transfer levels of understanding. |
| checking for understanding fisher and frey: The Distance Learning Playbook, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2020-06-15 Effective teaching is effective teaching, no matter where it occurs The pandemic teaching of mid-2020 was not really distance learning, but rather crisis teaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. This powerful guide includes: Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning A diversity of instructional approaches, including direct instruction, peer learning, and independent work that foster student self-regulation and move learning to deep and transfer levels Discussion of equity challenges associated with distance learning, along with examples of how teachers can work to ensure that equity gains that have been realized are not lost. Special guidance for teachers of young children who are learning from a distance Videos of the authors and teachers discussing a wide variety of distance learning topics Space to write and reflect on current practices and plan future instruction The Distance Learning Playbook is the essential hands-on guide to preparing and delivering distance learning experiences that are truly effective and impactful. To purchase from an Authorized Corwin Distributor click here. A Spanish translation of the Distance Learning Playbook, Grades K-12, Aprendizaje a Distancia Guia, Guia de Preescolar a Bachillerator, can be purchased by contacting Irene Yepez from Editorial Trillas at vigaexporta@trillas.mx. |
| checking for understanding fisher and frey: Student Learning Communities Douglas Fisher, Nancy Frey, John Almarode, 2020-11-25 Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by - Designing group experiences and tasks that encourage dialogue; - Fostering the relational conditions that advance academic, social, and emotional development; - Providing explicit instruction on goal setting and opportunities to practice progress monitoring; - Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills; - Teaching students to seek, give, and receive feedback that amplifies their own and others' learning; and - Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K–12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough—or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth. |
| checking for understanding fisher and frey: Check for Understanding 65 Classroom Ready Tactics Kelly Gillespie, Susan Jenkins, 2019-06-19 Check for Understanding: 65 Classroom-Ready Tactics Formative Assessment Made Easy! In Visible Learning, John Hattie describes a powerful strategy to enhance student learning-formative assessment (effect size .90). Implemented with fidelity, the result is assessment-capable learners, a pivotal skill for post-secondary success. Are my students learning? Join us in reimagining formative assessment-a fluid, robust, daily practice. Step-by-Step Activation Guide 65 Tactics to Check for Understanding Live-Action Classroom Videos for Each Tactic THE STORY OF FORMATIVE ASSESSMENT Part I - Formatives: What they are and what they are not Part II - Why formative assessment matters Part III - Best practice formative assessment Part IV - Leveraging formative data to enhance teaching and learning 65 CLASSROOM-READY TACTICS Contributing authors share tactics to check for understanding. Includes user-friendly instructions and video clips to model implementation at any grade level, any content area. |
| checking for understanding fisher and frey: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-16 What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy. |
| checking for understanding fisher and frey: Visible Learning John Hattie, 2008-11-19 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. |
| checking for understanding fisher and frey: Teaching Students to Read Like Detectives Douglas Fisher, Nancy Frey, 2011-10-10 Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. The authors explore the important relationship between text, learner, and learning. With an array of methods and assignments to establish critical literacy in a discussion-based and reflective classroom, you’ll encourage students to find meaning and cultivate thinking from even the most challenging expository texts. |
| checking for understanding fisher and frey: How to Give Effective Feedback to Your Students, Second Edition Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| checking for understanding fisher and frey: Transformative Assessment W. James Popham, 2008 Testing expert W. James Popham provides the definitive nuts-and-bolts introduction to formative assessment, a process with the power to transform teaching and learning. |
| checking for understanding fisher and frey: Visible Learning for Mathematics, Grades K-12 John Hattie, Douglas Fisher, Nancy Frey, Linda M. Gojak, Sara Delano Moore, William Mellman, 2016-09-15 Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in visible learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning. |
| checking for understanding fisher and frey: 25 Quick Formative Assessments for a Differentiated Classroom Judith Dodge, 2009 Presents a variety of assessments, lesson plans, and activities for use across the curriculum. |
| checking for understanding fisher and frey: Engagement by Design Douglas Fisher, Nancy Frey, Russell J. Quaglia, Dominique Smith, Lisa L. Lande, 2017-08-19 The focus of this book is to provide teachers with the tools to cultivate engaged learners, which includes developing healthy relationships with their students, based on research suggesting that positive teacher-student relationships improve achievement. |
| checking for understanding fisher and frey: The PLC+ Playbook, Grades K-12 Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-10 Help your PLC+ group to work wiser, not harder. This practical guide to planning and implementing PLC+ groups in a collaborative setting is designed to equip professional learning community teams with the tools they need to work effectively toward improving student learning. Designed as an accompanying resource to PLC+: Better Decisions and Greater Impact by Design, the Playbook helps educators bring the PLC+ framework to life by supporting teams as they answer the five guiding questions that comprise a PLC+: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? Twenty-three modules support PLC+ groups as they work through one entire cycle of learning, addressing the five questions and four cross-cutting themes—equity, high expectations, individual and collective efficacy, and effective team activation and facilitation. Tools to support implementation of the PLC+ framework are embedded throughout the Playbook: Blank templates allow team members to record their work for every module Step-by-step instructions guide PLC+ groups to facilitate productive discussion, engage in professional learning, and gather and analyze evidence of student learning Crosscutting themes provide cohesion and focus throughout the work PLC+ groups can utilize each activity in the Playbook or find an appropriate entry point and continue the work of building PLC+. Engage in deeper learning around the ideas and concepts central to PLC+ and make greater equity and efficacy a reality in your school or district. |
| checking for understanding fisher and frey: Better Than Carrots Or Sticks Dominique Smith, Douglas Fisher, Nancy Frey, 2015 This book provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. |
| checking for understanding fisher and frey: Quality Questioning Jackie Acree Walsh, Beth Dankert Sattes, 2004-10-27 Use effective questions to advance student thinking, learning, and achievement! Authors Walsh and Sattes provide an in-depth look at how quality questions can transform classrooms. Drawing on two decades of research on teacher effectiveness, the authors offer strategies that engage all students in the teacher’s questions and prompt students to generate their own questions. Quality Questioning includes: A complete framework for preparing and presenting questions, prompting and processing student responses, teaching students to generate questions, and reflecting on questioning practice Checklists for classroom applications Reproducibles, rubrics, resources, evaluation tools, and more |
| checking for understanding fisher and frey: The Assessment Playbook for Distance and Blended Learning Douglas Fisher, Nancy Frey, Vince Bustamante, John Hattie, 2020-11-04 Design assessments that measure and target student learning in both face-to-face and distance learning environments Assessments are the essential link between teaching and learning, yet the assessments used in face-to-face classrooms are not always practical or impactful in remote learning environments. Now that teachers are teaching from a distance, how will you assess what your students have learned? Tapping the expertise of teachers who are successfully engaged in distance learning, The Assessment Playbook for Distance and Blended Learning answers that question. Rich with a wide range of examples, strategies, and assessments that can be leveraged with rigor and fidelity regardless of learning environment, this practical playbook empowers teachers with the decision-making tools needed to gauge the impact of instructional strategies in today’s rapidly evolving educational landscape. It features • Assessment cookies, or insights that endure in any distance or hybrid learning environment and can be used to inform assessment decisions, including the understanding that everything is searchable. • A robust playlist of distance learning assessment tools—including universal response, teach-back opportunities, composing, taking action, self-assessment, and peer assessment—that teachers can mix and deploy to match every learning intention. • Information on how to evaluate the impact of your teaching on student learning—and how assessment can guide your teaching moves • Characteristics of formal tools of evaluation, such as tests, longer essays, and performance tasks that teachers can use in distance learning environments to document learning for reporting purposes. Designed properly, assessments implemented through the lens of distance and hybrid learning can yield significant impact for student achievement, both in the pandemic teaching of today, and in the educational contexts of the future. |
| checking for understanding fisher and frey: Becoming an Assessment-capable Visible Learner, Grades 3-5 Douglas Fisher, Nancy Frey, John Hattie, Karen Flories, 2018-12 These notebooks are the first of their kind to complete the circle of Visible Learning by helping students monitor their own learning journey. Strengthening foundational metacognitive skills, the notebooks guide students to understand what they're learning, why they're learning it, and the strategies they need along the way. Designed to be used with the Becoming a Visible Learner Teacher's Guide -- |
| checking for understanding fisher and frey: Content-Area Conversations Douglas Fisher, Carol Rothenberg, Nancy Frey, 2008-10-22 Teachers across the country are seeking ways to make their multicultural classrooms come alive with student talk about content. Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners is a practical, hands-on guide to creating and managing environments that spur sophisticated levels of student communication, both oral and written. Paying special attention to the needs of English language learners, the authors *Detail research-based steps for designing lessons that spark student talk; *Share real-life classroom scenarios and dialogues that bring theory to life; *Describe easy-to-use assessments for all grade levels; *Provide rubrics, worksheets, sentence frames, and other imaginative tools that encourage academic communication; and *Offer guiding questions to help teachers plan instruction. Teachers at any grade level, in any content area, will find a wide variety of strategies in this book to help students simultaneously learn English and learn in English. Drawing both on decades of research data and on the authors' real-life experiences as teachers of English language learners, this book is replete with ideas for fostering real academic discourse in your classroom. |
| checking for understanding fisher and frey: How to Differentiate Instruction in Academically Diverse Classrooms Carol Ann Tomlinson, 2017-03-22 First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school. Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn What differentiation is and why it's essential How to set up the flexible and supportive learning environment that promotes success How to manage a differentiated classroom How to plan lessons differentiated by readiness, interest, and learning profile How to differentiate content, process, and products How to prepare students, parents, and yourself for the challenge of differentiation We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and kids in the middle and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms. |
| checking for understanding fisher and frey: Improving Adolescent Literacy Douglas Fisher, Nancy Frey, 2019-01-02 Straightforward, affordable, and practical, Improving Adolescent Literacy gives all middle and secondary school teachers instructional routines that will allow them to develop the content literacy skills of their students. Chapter-opening vignettes from actual classrooms show readers effective teaching in action and give them a look at how the chapter's instructional approach works within content area teaching. Research-based rationales for each strategy follow the vignettes and provide an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. In this 5th Edition, the authors provide new classroom examples from their colleagues across the disciplines as well as new instructional routines that have been researched and validated since the publication of the last edition. Also, this edition has been re-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn. |
| checking for understanding fisher and frey: Teaching Literacy in the Visible Learning Classroom, Grades 6-12 Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre, 2017-04-12 It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to see the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set. Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning. |
| checking for understanding fisher and frey: Text-Dependent Questions, Grades K-5 Douglas Fisher, Nancy Frey, Heather Anderson, Marisol Thayre, 2014-09-02 Fisher & Frey’s answer to close and critical reading Learn the best ways to use text-dependent questions as scaffolds during close reading and the big understandings they yield. But that’s just for starters. Fisher and Frey also include illustrative video, texts and questions, cross-curricular examples, and an online facilitator’s guide—making the two volumes of TDQ a potent professional development tool across all of K–12. The genius of TDQ is the way Fisher and Frey break down the process into four cognitive pathways: What does the text say? How does the text work? What does the text mean? What does the text inspire you to do? |
CHECKING Edition UNDERSTANDING - ASCD
Checking for Understanding schoolwide approaches. In this chapter, we’ll explore checking for understanding in terms of what it is, what it is not, and how it links to other teaching initiatives. What Is Checking for Understanding? Checking for understanding is an important step in the …
INSTRUCTIONAL LEADER INSTRUCTIONAL LEADER …
Checking for Understanding Finding out what students have learned and what to reteach requires more than asking students to nod or recite facts. By Douglas Fisher and Nancy Frey Douglas …
Checking For Understanding Fisher And Frey [PDF]
Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments …
Checking For Understanding Fisher And Frey Copy
Douglas Fisher and Nancy Frey show how to increase students understanding with the help of creative formative assessments When used regularly formative assessments enable every …
CHECKING for Understanding - daneshnamehicsa.ir
In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, these …
Checking For Understanding Douglas Fisher Full PDF
what students know and what they still need to learn Fisher and Frey explore a variety of engaging activities that check for and increase understanding including interactive writing …
Checking For Understanding Fisher And Frey (book)
Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, …
Checking For Understanding Fisher And Frey [PDF]
Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE …
Checking For Understanding
In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, …
Checking For Understanding Formative Assessment Techniques …
In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, …
Checking For Understanding Fisher And Frey - netsec.csuci.edu
Introduction to Fisher and Frey's Approach to CfU Fisher and Frey, renowned educational researchers, advocate for a proactive approach to instruction that incorporates regular …
Checking For Understanding Fisher And Frey - rdoforum.gov.ie
23 Jul 2021 · In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to …
Checking For Understanding Formative Assessment
Douglas Fisher and Nancy Frey show how to increase students understanding with the help of creative formative assessments When used regularly formative assessments enable every …
Checking For Understanding Formative Assessment (PDF)
Douglas Fisher and Nancy Frey show how to increase students understanding with the help of creative formative assessments When used regularly formative assessments enable every …
CONTENT AREA LITERACY CHECKING FOR - Joyner Library
In response, the teachers at her school decided to investigate and identify ways that they could check for understanding during content area reading (Fisher & Frey, 2014).
Checking For Understanding Fisher And Frey Copy
Checking for Understanding Douglas Fisher and Nancy Frey show how to increase students understanding with the help of creative formative assessments When used regularly formative …
Checking for Understanding - Semantic Scholar
Summary Writing—is a valuable tool for checking for understanding because it provides the teacher with insight into how learners condense information. Common form of Summary …
3 Multiple Measures Feed Up, Back, Forward - ASCD
Check for Understanding At the core of daily teaching is the ability to check for understanding in such a way that teachers learn how to help students. Fostering oral language and using …
Library of Congress Cataloging-in-Publication Data - ASCD
Fisher, Douglas, 1965- Checking for understanding : formative assessment techniques for your classroom / Douglas Fisher and Nancy Frey. p. cm. Includes bibliographical references and …
Checking For Understanding Formative Assessment (PDF)
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment
Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment (book)
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking for Understanding - WordPress.com
Checking for Understanding Strategy Description 1. Hand Signals Thumbs Up/Down 3, 2, 1 Fingers Fist to Five (Degrees of understanding) Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand_____ and can explain it (e.g., thumbs up).
Gradual Release of Responsibility Instructional Framework
BY DOUGLAS FISHER AND NANCY FREY –SSENTIALS IRA e y l k ... time understanding it. The same thing occurs in the classroom. Explanation alone is insufficient; students need to see it for themselves. Good teachers incorporate demonstration into their instruction. A mathematics
Checking for Understanding - cvscs.org
Checking for Understanding Strategy Description 1. Hand Signals Thumbs Up/Down 3, 2, 1 Fingers Fist to Five (Degrees of understanding) Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand_____ and can explain it (e.g., thumbs up).
Douglas Fisher & Nancy Frey | Editors Lessons From Pandemic …
Douglas Fisher, Nancy Frey L et’s be clear: Most of us were not really engaged in distance learning during the early months of 2020. We were quaranteaching. Yet, we gave it ... 2015 column “Checking for Understanding Digitally During Content Area Learning” deserves an update. The digital platforms we are using in distance learn -
Checking For Understanding Formative Assessment Full PDF
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Fisher And Frey [PDF]
Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. ... Checking for Understanding Doug Fisher,Douglas Fisher,Nancy Frey,2014-12-18 Learn how to increase students' understanding with
Checking For Understanding Formative Assessment [PDF]
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment Copy
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment (book)
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment Techniques …
Checking for Understanding Douglas Fisher,Nancy Frey,2015-12-18 A teacher presents a lesson, and at the end asks students if they ... Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to ...
Checking For Understanding Formative Assessment (Download …
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2015-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment (2024)
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2015-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking for Understanding Using Gestures - Digital Promise
demonstrate checks for understanding using Gestures. - Passing: The teacher describes in fewer than 200 words the general arc of the lesson and the specific activity or activities in which the checks for understanding will be carried out.
Checking For Understanding Formative Assessment Full PDF
Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
FIT Teaching in Action: Learning to Use the Framework for …
• Reading 4: Various Modes of Checking for Understanding • Video 4: Assessment to Monitor Learning—English & Math • Reading 5: Assessment to Inform Learning (4.3) ... Fisher, D., & Frey, N. (2014b). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.). Alexandria, VA: ASCD.
EXIT TICKETS: THE REFLECTIVE TICKET TO UNDERSTANDING
before proceeding. As Fisher and Frey state in Checking for Understanding: Formative Assessment Techniques (2007), "When teachers regularly check for understanding, students become increasingly ...
Checking For Understanding Formative Assessment (PDF)
Checking For Understanding Formative Assessment Checking for Understanding Douglas Fisher,Nancy Frey,2015-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment
Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking For Understanding Formative Assessment
Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson and at the end asks students if they understand the material The students nod and say they get it Later the teacher is dismayed when many of the students fail a test on the
Checking for Understanding Using Whiteboards - Digital Promise
10 Dec 2014 · Generally, checking for understanding using Whiteboards is most effective when the responses are short so that the teacher can scan the responses from all students relatively quickly (e.g., the answer to a computation problem, a single word or short phrase, an arrow pointing to a specific part of a
Checking For Understanding Fisher And Frey [PDF]
Checking For Understanding Fisher And Frey Douglas Fisher,Nancy Frey. Content Checking for Understanding Douglas Fisher,Nancy Frey,2014-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on
Whip Around: Good Strategy for Summarizing and Formative …
for understanding in a group setting and for summarization. While the “whip around” strategy may not provide individual, student-level information about understanding, it is useful in helping teachers determine if they need to re-teach content to the group. As such, the “whip around”
FIT Teaching in Action: Learning to Use the Framework for ... - ASCD
• Reading 4: Various Modes of Checking for Understanding • Video 4: Assessment to Monitor Learning—English & Math • Reading 5: Assessment to Inform Learning (4.3) ... Fisher, D., & Frey, N. (2014b). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.). Alexandria, VA: ASCD.
CHECKING FOR UNDERSTANDING APPROACHES - Corwin
CHECKING FOR UNDERSTANDING APPROACHES Retrieved from the companion website for The Distance Learning Playbook for College and University Instruction: Teaching for Engagement and Impact in Any Setting by Douglas Fisher, Nancy Frey, John Almarode, and John Hattie. Thousand Oaks,
