Checking understanding

Watch the video for an introduction to checking understanding and the different
techniques used by teachers to do this. Then read the tips and complete the tasks
given below.

You could use Worksheet 1 - Checking understanding: analysing my current

practice to think about your current methods of checking understanding and your
reasons for using these methods.

Teaching tips/ideas
The following ideas give learners the time they need to consider their responses to
concept checking questions or CCQs. These ideas also provide opportunities for
them to learn from each other, and develop confidence in talking about language.

Time to think!

Variation A
Time:
Approximately 10 minutes.
Materials:
For Variation A, you will need your pre-planned CCQs for dictation, or for display on
the board / interactive white board (IWB); mini-whiteboards and markers for all your
learners or sticky notes and pens.
Procedure:
Before the lesson:
1. Plan your CCQs making sure they offer the right level of challenge for your
learners.

In class:
2. Before presenting a new language point, dictate the CCQs, or write/display
them on the board/IWB.
3. Introduce the new language point.
4. Give the learners time to answer the CCQs individually in writing, using mini-
whiteboards or sticky notes. Give them a time limit and insist that they remain
silent while they write their answers.
5. Call time and group the learners in pairs. Ask them to exchange mini-
whiteboards or sticky notes, and to discuss and justify the answers to the
questions.
6. (Optional) If you have time, ask pairs to get together and work in groups of
four, and discuss the answers and the reasons again, this time also focusing
on any differences that there might be in their answers.
7. Conduct whole-class feedback. If you are using mini-whiteboards, ask
learners to display their answers, and identify those who have answered the
 CCQs in different ways, asking the rest of the class if they agree and why.
Make sure that by the end of the feedback stage the learners are clear on
what the appropriate answers are and why.
8. Give the learners time to make notes on key points and examples. Monitor
them as they write their notes.

Variation B
This variation is suitable for teachers who are interested in M-learning (mobile
learning).
Materials:
Access to the following technology in the classroom: the Internet; a device to display
a webpage, for example, an IWB, or a computer and data projector; smartphone or
tablets at least every two learners
Time:
15 minutes.

Before the lesson:

1. As in Variation A.
2. Using free online polling software, for example, Mentimeter, type your CCQs
and alternative answers for your learners to choose.

In class:
3. Before presenting a new language point, tell the learners that you will be
conducting an interactive online poll after your presentation to check that they
have understood and can remember the key points.
4. Display your CCQs as they appear on the interactive poll. (Each question will
show a brief URL and QR (Quick Response) code for learners to vote online,
by text, or by scanning the QR code).
5. Introduce the new language point.
6. Give the learners time to answer the CCQs by voting with their mobile devices
individually or in pairs, depending on the number of smartphones or tablets
available.
7. When all the learners have voted, instant feedback will appear showing how
many learners have selected each of the alternatives. Use this feedback as
the basis of a whole-class discussion, drawing out different learners, asking
the rest of the class if they agree, and why. Make sure that by the end of the
feedback stage the learners are clear on what the appropriate answers are
and why.
8. As with Variation A.

Discovery, noticing or consciousness-raising (C-R) activities

Many contemporary course books include a range of ‘language focus’ tasks that aim
to raise awareness of new language points, which can be used in place of CCQs. By
asking learners to work on these tasks at their own pace, teachers give learners the
much-needed time to think for themselves, work out the answers, and check their
answers with others during feedback. Here is an example from English Unlimited
Upper Intermediate:
Think about / discuss with your colleagues

If you want to find out more about how other teachers check understanding and
reflect on their techniques in more depth, perhaps with a view to adopting them as
part of your practice, you might wish to arrange a peer observation with a colleague.

You could use Worksheet 2 - Checking understanding: lesson observation form

to gather information about the techniques for checking understanding used by your
colleague during his/her lesson, and then have a post-lesson discussion on the basis
of the data you have gathered.

Further reading
Petty, G. 2006. Evidence-Based Teaching. Cheltenham: Nelson Thornes.
Scrivener, J. 2012. Classroom Management Techniques. Cambridge: Cambridge
University Press.
Workman, G. 2008. Concept Questions and Time Lines. Gem Publishing.
Worksheet 1

Checking understanding: analysing my current practice

1. Use the first column of the table below to make a list of techniques that you
frequently use to check that your learners understand what you have taught during
the ‘language focus’ or ‘presentation’ stage of your lessons.

2. Consider the advantages and disadvantages of each of the strategies that you
have listed. Make notes of your thoughts on the second and third columns of the
table.

Techniques for
Advantages Disadvantages
checking understanding
If the learners trust me 
(for example) Asking the and each other, and are
class the question, ‘Do confident enough to know
you understand?’ that it’s OK to admit partial
understanding or
confusion, they will let me
know that they haven't
understood, and this might 
lead to further clarification.


Worksheet 2

Checking understanding: lesson observation form

1. Use the following table to record the concept checking techniques used by your
colleague as you observe his/her lesson

2. Consider the advantages and disadvantages of each of the strategies that you
have listed.

Technique for What happened?

checking (describe how the learners Comments/questions for
understanding responded, how well it worked, and further discussion
observed why)
.