We can only credit Marzano with a flashlight highlighting what was already know from the research, that to improve student learning teachers are to focus on how students think about their thinking processes and on how students feel about themselves as learners. Thus reframing the idea of checking for understanding is inconsequential in Marzano's terms since multiple instructional strategies play a role in checking for student understanding.
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What is known about checking for students' understanding of important ideas and concepts helps instructors gauge what students are getting from a lesson and what they need to work on more. Both are important in the meta-cognitive process, knowing what students know and providing intervention at the point when there is a disconnect to conceptualization. This is when providing useful feedback becomes the corner stone for the exactness of knowledge that challenges new ideas to form correctly while leading the learner to extract prior knowledge to conceptualize new learning.
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