CFU - Benson

1. Which of the following statements about CFU is FALSE?

• a) CFU strategies should be varied throughout the lesson to keep students engaged.

• b) Effective CFU should not disrupt the flow of instruction.

• c) CFU can be used to assess higher-order thinking skills, not just basic recall.

• d) The teacher should ignore any student confusion revealed during CFU to avoid wasting time.

2. A teacher uses a "thumbs-up/thumbs-down" strategy to check for understanding after explaining a new historical event. However, several students appear unsure. What is the best course of action?

• a) Move on to the next topic as planned, assuming some confusion is inevitable.

• b) Briefly re-explain the entire concept without checking for understanding again.

• c) Ask a high-performing student to explain the concept to the unsure students.

• d) Use a different CFU strategy, such as having students write a quick explanation of the event in their own words.

3.  How can a teacher leverage wait time during CFU to enhance student learning?

• a) By immediately providing the answer if no student volunteers a response after a short wait.

  
  

• b) By calling on a specific student after a brief wait, regardless of whether others have their hands raised.

• c) By allowing students sufficient time to think and formulate their responses before calling on anyone.

• d) By using wait time only for complex questions and providing immediate answers for simpler ones.

4.  When implementing CFU strategies, it's important to consider:

• a) Only the teacher's preferred methods, regardless of student needs.

• b) The specific learning objectives of the lesson and the complexity of the content.

• c) How the chosen CFU strategy aligns with the planned assessment for the lesson.

• d) All of the above (a), (b), and (c).

5.  Effective CFU provides benefits for both teachers and students. Which of the following is NOT an advantage of using CFU?

• a) It allows teachers to identify students who might need additional support.

• b) It gives students a chance to practice their public speaking skills in front of the class.

• c) It can provide data to inform future lesson planning and differentiation.

• d) It helps students identify areas where they are excelling and areas where they need improvement.