When introducing cell types to biology students provide them with a "Check for Understanding" activity to assess whether they recall the information presented in lecture associated with cellular processes
Special Note: Lecture should be limited to approximately 5 minutes (introduce vocabulary, have students copy guided notes into their spiral); then follow up with this formative assessment activity.
How to Use: Cut out each card and ask students to select one of the strands randomly. There will be a Word/Term Card that will correspond to a Definition/Explanation Card. Have students stand up and find a partner. If there are extra cards, place them on a table somewhere so students can use them if necessary.
Have a line designated on the floor anywhere in the classroom; when partners are found one will stand opposite the other one on each side of the line (this allows the teacher to check accuracy). If correct students wait for others to find a partner(s), if incorrect students are sent back to find the correct partner (then returns to the line for reassessment).
Once a line has been constructed, students share out loud what their word was and while partner describes the matching definition (all students would be confident in speaking since you already told them they were correct).
Right away students realize they need to be following along during lecture, taking notes, and asking questions because the teacher will hold them accountable for showing evidence of comprehension.