ipl-logo

Chunk Chew And Check Framework

644 Words3 Pages

The Chunk, Chew, and Check framework makes easy for teachers to implement effective, differentiated instruction. It helps educators identify a clear learning target, get to know their students as people and as learners, and understand how to vary the learning pathways to the same target for different learners. Furthermore, the chunk, chew and check approach constitute different learning strategies divided into three categories which are cognitive, metacognitive and social/affective learning strategies. Some ways to CHUNK (assist students to acquire new knowledge) are: VISUAL: show a movie or clip from a movie; demonstrate from a chart or graph; blog; Wikipedia; Webquest; Powerpoint; read a book or article; show pictures; use graphic organisers …show more content…

KINAESTHETIC: role play, demonstrate, have students try something; rotate through stations; set them up to teach content; move, touch, build, draw, take apart; play charades; create group tableau; conduct lab experiments. SOCIAL: talk about it; listen or tell others; brainstorming; sharing experiences; predicting / hypothesizing, do a role-play; play a game; class discussion. ACTIVITIES: - Event Cards: groups of students sort events from a story in order to build anticipation - Visual Literacy: use images for students to chunk new information - Gallery Walk: students view photos in carousel style then engage in a chew activity to process what they have taken in - Expert groups: students become experts in an area/topic/subset of info and continue to share info throughout …show more content…

using Comic Life software), Vocabulary Pictures, Graphic Organisers, Doodle Notes, Mind mapping, Some ways to CHECK (assist students in presenting information such that you know what they know or what they need to grow) FORMATIVE: Exit cards: Pre-assessment cards, formative exit cards; Note to a Friend; Ticket to Enter or Leave; 3 Finger self-assessment (3 = fully understand,2 = understand somewhat, 1 = don’t understand). This develops students to be self-evaluating. SUMMATIVE Ways to CHECK for Understanding (adapted from Jay McTigue’s work) o Explanation – provide through supported facts and data o Interpretation – offer good translations o Application – effectively use and adapt what we know in diverse contexts o Perspective – see and hear points of view through critical eyes and ears o Empathy – find value in what others may perceive o Self-knowledge – awareness of what shapes and impedes your own

Show More
Related
401 Words | 2 Pages

Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way

Read More
293 Words | 2 Pages

The collection that I have so far is; students wide screeners which seek to identify students who may be struggling, individual assessments which attempt to track development, such as a spelling inventory, pretests which assess how much student’s know before beginning a unit, formative assessments

Read More
949 Words | 4 Pages

Instructional Plan Engage, Connect, and Launch: Engage: Say, “I know everyone here knows what a square and a rectangle are, but do you know the difference? These are two more 2 dimensional shapes that we’re going to talk about today.” Connect: Say, “Today we’re going to look at squares and rectangles and find out what is different between them because they both look like boxes, right? In fact, I’m sure everyone has received gifts that came in a square and a rectangle shaped box.”

Read More
1144 Words | 5 Pages

If students are having issues with the concept, the instruction is adjusted to narrow the gap between where students understanding is and where it needs to be. This can be done through guided questions posed to the students and descriptive feedback given to those who are having more difficulty throughout the unit. Questions would be posed to the students regarding how to work problems after the PowerPoint and videos, if students are unable to appropriately answer questions then information will be revised and presented in another way before moving on to the learning activity. While students are in groups discussing how they arrived at the answers they did on the practice questions, formative assessment will take place by walking around the room listening to each groups discussion, asking guided questions regarding their answers, work, and reasoning for how they did the problem like they did. If students are still not understanding the information, more time would be given in this activity to provide descriptive feedback to students before proceeding to student demonstrations.

Read More
1020 Words | 5 Pages

I felt that it was only natural to incorporate technology. I had my students create a bubble map reviewing the chapters, using bubbl.us, prior to taking the quiz which I created using Google Forms. Once my students had completed their bubbl.us maps

Read More
449 Words | 2 Pages

In order to understand something you need to put yourself in someone elses shoes. If you are having trouble with something look at it from someones elses perspective. When you put yourself in someone eleses perspective you will learn to understand how the world works. You will also understand how people think and feel about specific things. If you don't see other people's perspectives you won't be able to see why they think that thing.

Read More
1514 Words | 7 Pages

Two of the learning activities will have the support of a teacher to facilitate. And one station will be a collaborative group

Read More
562 Words | 3 Pages

The first element the author discusses that can me modified is the content or “the information and skills that students need to learn” (Ford, 2018). The second element is the process or “how students make sense of the content being taught” (Ford, 2018). The next element is the product or “how the students demonstrate what they have learned” (Ford, 2018) and the final element is the affect or “the feelings and attitudes that affect students’ learning” (Ford, 2018). All four of these elements can be modified to best meet the diverse needs of the students present in the classroom. When differentiating instruction it is the responsibility of the teacher to identify what the student needs in order to progress with the instruction and curriculum and then make the appropriate changes to the lesson, curriculum, or instruction to meet the needs of the

Read More
1040 Words | 5 Pages

The use of constant visual aids in material scaffolding would also help the student, especially if the mnemonic device was a poster in the front of the

Read More
804 Words | 4 Pages

Before each chapter for every chapter, we have them take a pretest that shows what they already know. From this information, each child in my classroom is put into a groups depending on how they did for each chapter. For my project, I focused on the children who struggle with reading. Each week every student would get a new set of flashcards to practice depending on their reading level. For the students I work with, they are extremely behind on learning words.

Read More
473 Words | 2 Pages

They use graphic organizers or grids to help organize information. By organizing this information and recording it on paper, students can clearly see the areas in which they might struggle with or might need to ask for assistance with. This is a great way for students to unconsciously self-evaluate the areas in which they struggle and the areas of great

Read More
1240 Words | 5 Pages

Some of these have been very interesting to me while others did not grab my attention as well. One of the activities that we were introduced to was micro-teaching, an activity in which students learn by teaching. To complete this facilitated activity, my partner and I had to research a model of teaching and plan a lesson using that model. We then had to present our lesson to the class. I think that micro-teaching is a great way to facilitate a student’s learning.

Read More
447 Words | 2 Pages

During the second lesson, I used my informal assessment chart from the first lesson to help me remember who needed extra help during the second lesson. These assessment charts were used in all five of my lesson plans that had to be conducted during this

Read More
1180 Words | 5 Pages

Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to

Read More
802 Words | 4 Pages

One activity I had never seen before was punching to see if words rhymed. Students try to rhyme a word that the teacher said and the whole class would “punch” the words. Another great activity that could be used in any grade level is a activity called Q.T. quizzes. All the students put their heads down so they can 't see any other students and they answer the question with their thumbs being up or down. This is a way for the teacher to evaluate what their students actually learned

Read More

More about Chunk Chew And Check Framework

Related Topics

Open Document