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Transcript

Mr. Mitra knows that he will be introducing other words today, so he is just going to focus on one method of quick comprehension checking in his class to economize his time. We will introduce three of his favorite methods so you have some ideas to choose from in your classes.

Step 4: Checking Understanding

We said that sharing is a human behavior and that barking is a dog behavior. Is barking a human behavior, too? Noooo, we don’t bark, that’s right. So, what do we do to express ourselves? Yes, we talk because we can use our words.

Step 4: Checking Understanding

Examples vs Non-Examples

Step 4: Checking Understanding

By asking his students to answer a closed question like this, he can quickly establish if they comprehend the new word and its meaning. This is also beneficial for his ML students because it is using their prior knowledge in its repetition of known information.

Who has a pet ? Oh, a dog? And you have a lizard? If you don’t have a pet, let’s imagine that you do have one. Now, what are normal behaviors for your pet? I have a dog, and chasing a ball is his normal behavior. He always chases the ball. Take one minute to think of normal behavior for your pet or an imaginary pet. After one minute, you’ll tell your partner one thing. You can say it like this: "____ is normal behavior for my pet." Let me write this down. Okay, start thinking and let's share in one minute!

Step 4: Checking Understanding

Creating New Examples

Step 4: Checking Understanding

By asking his students to create their own examples, he can see how they interact with the meaning of the new word. By encouraging them to work with partners, he tries to remove the intimidating feeling of performing in front of the classroom and gives his learners chances to learn from each other. Finally, by providing an example and a sentence frame, he sets his MLs up for success by letting them focus on the meaning and not worry about the grammar necessary to create a perfect answer.

Is there any human behavior you want an animal to have? Which one would it be and why? For example, I want cats to brush their teeth, because my cat’s breath is stinky! Think about it for a minute, then turn and tell your partner your answer.

Step 4: Checking Understanding

Concept-Checking Questions

Step 4: Checking Understanding

A practice like this will give Mr. Mitra the chance to monitor his students’ production to see how they have understood the new term. The question asks the students to think beyond the definition and interact with the word’s meaning on a deeper level. Just like in the last example, providing a sentence frame for MLs will help them interact more effectively with more confidence with their peers.