Archive for the 'Hunter' Category

Checking for Understanding-Teacher Mistakes and Better Techniques

Hunter Checking for understanding

Over thirty years ago Madeline Hunter used the term checking for understanding. Hunter, M. (1982). Mastery Teaching. El Segundo, CA: Tip Publication, pgs. 59-62.

3 common errors teachers make in checking for understanding

1. “O.K.? “With the assumption that student silence means it is OK and they understand.

2. “You all understand, don’t you? You don’t have any questions, do you?” Few students are willing to publicly admit they don’t understand. In fact, most students work hard to keep their teacher from discovering that they don’t know or can’t do. Yet one of the most important pieces of information that teachers can have is the knowledge that students have not yet acquired the necessary understanding.

3. “Now does anyone have a question?” Too often a query carries the implication that “If you do have questions, you obviously weren’t listening or you’re not very bright.”

She suggested several approaches to really check for student understanding:
Signaled answers
Choral response
Sample individual response
Tests, papers or observations

How do you check for student understanding and then what do you do to help the students improve in their learning?

Student success in learning not limited by socioeconomics: Model with Technology

Modeling Learning and Technology equals student learning

“A good number of the highest-achieving schools, are.. among the poorest in the state. NAEP gains for minority students in these states (NC, OH and IL) are about three times the gains for US students overall.”

“High-poverty, high minority schools in New York City outperform their counterparts in Los Angeles and Washington DC by two full years.”

“In Texas, black students perform better on the NAEP 8th grae writing assessment than white, nonpoor students in seven other states. In Virginia, Latinos perform better in 4th grade reading than white, nonpoor students in 17 states (Haycock, 2005)”

“Only five years of above-average teaching can eliminate the achievement gap in some states (Kain & Hanushek in Haycock, 2005).”

Schmoker, M. Results Now. (2006). ACSD: Alexandria, VA, 21

Schmoker suggests that these results are based on applying simple good teaching such as Madeline Hunter where the teacher tells the learning standard, models it with examples, checks for initial comprehension, scaffolds students learning, has frequent assessments, monitors and adjusts instruction, and has closure.

A teacher can model the high level of learning through examples through the use of technology. For example, the teacher shows the class an example on a Smartboard and indicates what makes this example a great standard example by circling or underlining parts.

So how do you model the high level of learning with examples through the use of technology?

© Harry Grover Tuttle, 2007


Improving Student Learning Through PowerPoint: Madeline Hunter Style

For numerous years, I gave a presentation/workshop that had various names: “Improving Student Learning Through PowerPoint”; “Engaging Students Through PowerPoint”; and “Interactive Educational Uses of PowerPoint”. Teachers came for the PowerPoint part but what they really got was a lesson in how to teach in the Madeline Hunter Model through the use of PowerPoint.

I would start each presentation with a show of hands of how many did the various parts of the Hunter model, the number was almost always in the low single digits.

M Hunter and learning

So what is your Madeline Hunter score? What is your Madeline Hunter score for technology use?

© Harry Grover Tuttle, 2007


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior ( Equally important, a letter […]
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]

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