112. I understand that visuals can be very useful, but how do I explain what they are seeing?

One of the key ideas I have discussed in many answers to questions about ALL curricular fields is the idea that teachers must verify understanding through different types of ORAL questions:  So, show the picture or visual, name the concept, then get evidence of understanding through questions: For example:
Pointing to the cell membrane --"Cell Membrane" written on the board-- the teacher asks--
This is the cell membrane, right?
(Calling on a student to reply)
Do you all agree with (Student's name) that this is the cell membrane right? Raise your hand if you agree.
Pointing to another part of the cell membrane, the teacher continues to ask--
What is this, the nucleus, the Golgi apparatus or the cell membrane?
(Calling on another student to reply)
Raise your hand if you agree this is the cell membrane.
Pointing to another part of the cell membrane the teachers asks again--
What is this, the cell membrane or the cytoplasm?
(Calling on another student to reply)
Raise your hand if you agree this is the cell membrane
(Calling on a Limited-English-Proficient student)
Class, do you all agree this is the cell membrane? Yes or No.
Who can point to the cell membrane in this picture?
(Calling on a Limited-English-Proficient student)
So what is this?
(Calling on any other student, English proficient or non-English proficient)
Checking for understanding through questions is an essential step in teaching.



For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

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3113 Malcolm Avenue, Los Angeles, California 90034-3406

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E-mail:  csssadek@gte.net