CHECK FOR STUDENTS' UNDERSTANDING
Comprehension monitoring, known as checks for understanding (CFU) ,has been consistently related to learning in classroom contexts (Rosenshine & Stevens, 1986; Wittrock, 1991). CFU has been significant instructional component of direct instruction (Rink,2002). In a recent study conducted at West Virginia University (Ayers et al., 2005), students who received CFU added significantly more critical elements to their standing broad jump performance and recalled more of the critical elements (92%) than students who received only practice (8%) or demonstration and cueing followed by practice (66%).
The first step in using CFU is establishing a list of critical elements (things to look for), including the progression toward a mature movement pattern and common errors that one might expect to encounter when teaching specific skills. The teacher should also create a list of cognitive and affective objectives that should be reflected in students' learning, such as an understanding of health-related principles, mechanical principles,instructional cues, strategical concepts, and teamwork.
Once the teacher knows what to look for, he or she needs to assume a position that enables the observation of as many students as possible, to determine which students need assistance. An effective teacher can be involved with providing individuals with instruction while simultaneously observing the rest of the students. The following are several techniques for checking comprehension.
QUESTIONING: This is the most straightforward and probably the most frequently used technique for CFU. However, most questions used by teachers are low-level recall questions thar require little thinking on the part of the students. When asking questions, the teacher should plan the questioning strategy in advance so that it will challenge students. Johnson (1997) provides several suggestions for making questioning a more productive and thoughful part of teaching. The following is a list of these and other suggestions, obtained from Maryland State Department of Education.
Prompt how questions are to be answered. For example, say, "Raise your hand to answer the following question." This prompts students not to call out answers, which robs students of processing the question and deciding on an answer.
Provide at least 5 seconds of time after a question or a response so that students will have time to think about the question and search their memories for an answer. This allows students to critically analyze the question posed.
If there are several components to the question, such as the number of critical elements for a skill or the number of food groups, ask several students to supply one component. This keeps students' attention because any student could be called on to contribute to the answer.
Ask follow-up questions, such as "How? Why do you know? Can you give me an example? Can you tell me more?" So that students are requred to process information more deeply and justify their answers.
Ask open-ended questions so that students understand that often there is more than one correct answer and that it is important to consider alternatives. A question such as " Do you need to bend your knees in order to jump?" evokes a one-word answer. But an open-ended question such as "Describe what you need to do when you jump?" encourages a child to describe the elements involved in the skill.
Use "Think-Pair-Share" when asking questions. After the question, allow some time for students to think on their own, then have them share ideas with a partner, and then have a group discussion.
Call on students randomly so that they understand that you will sometimes call on those who do not raise their hands.
Ask students to "unpack their thinking" by having them describe how they came to their conclusions.
Ask for a summary to encourage active listening.
When questioning, play devil's advocate by requiring students to defend their thinking against other points of view.
Allow students to call on other students to answer questions.
Encourage questioning by providing opportunities for students to generate their own questions.
If students have difficulty answering questions, don't forget that it is acceptable for the teacher to cue or give hints to the students.
CHORAL RESPONSE: The teacher can assess the entire class using choral responses from students. The teacher simply asks a question and the students all answer in unison when the teacher gives a signal. If the teacher hears mumbling or a cacophony of responses, then it would be apparent that students as a whole do not known the answer. If, on the other hand, the group gives a group response that is in unison and easily understood, then it would be apparent that most students understand. A similar technique is called Poker chip survey (Graham, 2001). The teacher poses a question and each student responds by placing a red poker chip in a box if the answer is yes or black if it is no. Checking the distribution of the chips gives a quick glimpse into the level of understanding of the class. An easier class survey is to have students give thumbs-up (yes) or a thumbs-down (no) in response to a question.
GUIDED PRACTICE: After the subject matter, such as dribbling a basketball has been presented, students can be required to dribble all together. The teacher can quickly scan the class while the students are dribbling and determine whether they can dribble adequately. Complex skills can be broken down into components for guided practice. For example, a teacher may ask students to demonstrate a balanced stance for the free throw in basketball (B) , then the position of the elbow and eyes (EE) , and finally the follow-through (F) separately, and then in combination, when applying the BEEF strategy to the free throw.
STUDENTS' EXPLANATIONS: In this technique, the teacher asks the students to explain or demonstrate the content to a classmate or teammate. Students' explanations may also include guiding a partner through a motor skill; recalling and explaining teaching cues presented; and explaining the meaning of a concept, principle, rule, or strategy. As the students explain, the teacher should walk around and observe for correct responses.
HOMEWORK: Having learners perform cognitive, psychomotor, or fitness tasks at home can be an effective way of using CFU without taking up valuable class time. Children should be physically active during class, and homework is an ideal way of using CFU outside of class. There are also several advantages to using homework in this way. First, it sends a message home that physical education is a subject matter of substance and that it needs to be taken seriously. Second, it can be used to involve parents in students' physical education. Ideally, some homework tasks may require the active participation of the family and, as indicated earlier, one goal of physical education is to enhance the activity levels of students and their families outside of class. Finally, for students who have access to a computer and the Internet, homework is an ideal way to integrate technology into the curriculum. Students could search the Web for health-related fitness information or create and maintain a daily journal focusing on personal fitness or skill development. The journal could then be submitted via email to the teacher or organized into a class newsletter.
Excerpt from Designing Effective Instructional Tasks for Physical Education and Sports, by David C. Griffey and Lynn D. Housner.
