Community of Practice Facilitation Guide (Cohort 3)

Slides 16-17 Activity 6: Reading. Checking Comprehension Write “ICQ” and “CCQ” on the board. Ask participants if they remember what ICQs are. Ask if they can guess what CCQs are. Explain that CCQs are comprehension checking questions and are one way to check that students understood content. Tell participants they will read an article about checking comprehension. Divide participants into pairs. Give each pair the Checking Comprehension handout. Participants have 5 minutes to read the article and write a true/false statement about the article. Collect the True/False statements. Give each pair a True/False card or ask them to make their own. Read the first true/false statement a participant wrote. Give pairs time to discuss, then say “go.” Pairs raise the true/false card to show their answers. Example statements: CCQs are comprehension checking questions. (T) Asking “Do you understand” is a good way to check comprehension. (F) Always choose the best students to answer questions. (F)	White boards, paper or cards for participants to make T/F signs Handout: Checking Comprehension
15 min
Application
Slide 18 Activity 7: Act Out Types of Feedback Act out a feedback role play. You are the teacher. Ask a participant to be a student. Give them the sentence: My favorite holiday Navruz. Model: T: What is your favorite holiday? S: My favorite holiday Navruz. T: My favorite holiday…… S: My favorite holiday is Navruz. Ask participants what type of feedback the teacher gave. (indirect-giving a pause) Divide the participants into 6 groups. Give each pair a type of feedback: teacher direct correction, peer correction, self-correction, giving a pause, recasting, requesting clarification.