During a professional development session, we watched a teaching demonstration. The purpose of the video was to demonstrate how to integrate drawings and personal or familial history into the ESL classroom. The primary activity was interesting but there was another strategy the teacher used in the video that I found more intriguing.
After giving directions for the following activity the teacher asked if the students understood by holding up cards of green, yellow, and read pieces of paper. The students then responded accordingly.
This mirrors a stop light;
Red: Stop. I don’t understand. Please repeat.
Yellow/Amber: Slow down. I understand a little. I need more examples or practice
Green: I understand. Keep going.
I made a traffic light like this one and posted it on the wall next to the main white board.
Then I cut out red, yellow, and green pieces of paper for the students to use in class.
The great advantage of this method is when there are different levels of proficiency and comprehension a verbal comprehension check is not sufficient. If you ask the class, “do you understand?” those with greater proficiency will answer, “yes” and those who still have questions may not get the chance to voice their concerns or may be too embarrassed to ask for more explanation.
This comprehension check method allows students to self-assess and equalizes the students’ feedback opportunities.
So, do you understand?
Give me the Green Light.
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