Teaching without checking for understanding is like painting with our eyes closed. In this course, we look at why we need to check for understanding, and the importance of two different types of wait times in our questioning. Then we discuss different types of questions we could ask our students to check their understanding, including a deep dive into learner-generated examples and diagnostic questions. We also consider when to check for understanding (including Exit Tickets), and how to create a culture in our classrooms where students are not afraid to be wrong.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
Tip 1. Think of questions as a check for misunderstanding
Tip 2. Use the temptation to ask for self-report as a cue to ask a better question
Tip 3. Lengthen wait times after a question
Tip 4. Lengthen wait times after an answer
Tip 5. Ten types of questions to ask when checking for understanding
Tip 6. Try these three frameworks for learner-generated examples
Tip 7. Three ways to use diagnostic questions to check for understanding
Tip 8. Provide scaffolds for verbal responses
Tip 9. Six key times to check for understanding
Tip 10. Ten ideas to improve Exit Tickets
Tip 11. Pick the student least likely to know
Tip 12. Start with whoever got 8 out of 10
Tip 13. Ten ideas to help create a culture of error
Tip 14. Three ideas to encourage students to ask questions
Going forward
Contents
How to make the most of this course
The issue with FOMO
Two questions to consider
Two types of tips to look for
The issue with good intentions
Two questions to consider
Implementation intentions
Tip 1. Think of questions as checks for misunderstanding
Where we are at
What is the problem?
Two questions to consider
The difference between learning and performance
Implementation intention
Tip 2. Use the temptation to ask for self-report as a cue to ask a better question
Where we are at
What is the problem?
Two questions to consider
Replace self-report
Implementation intention
Tip 3. Lengthen wait times after asking a question
Where we are at
A question...
The results...
Two questions to consider
What is the solution?
Implementation intention
Tip 4. Lengthen wait times after an answer
Where we are at
A question...
The results...
Two questions to consider
What is the solution?
Implementation intention
Tip 5. Ten types of questions to ask when checking for understanding
Where we are at
A challenge for you
Two questions to consider
Thinking ratio
Type 1 - Factual recall
Type 2 - Carry-out a routine calculation or algorithm
Type 3 - Classify some mathematical object
Type 4 - Interpret a situation or answer
Type 5 - Proof, show, justify
Type 6 - Extend a concept
Type 7 - Construct an example / instance
Type 8 - Criticise a fallacy
Type 9 - Ask “what do you understand?”
Type 10 - Write the hardest question you know how to answer
An exercise...
Image of the 10 question types
Consider the means of participation
Image of the means of participation
But my students cannot answer these!!!
Monosemic and polysemic questions
Implementation intention
Tip 6 - Try these three frameworks for learner generated examples
Where we are at
Introduction
Two questions to consider
Thinkers
Give an example - Fractions and decimals
Example of fractions board
Give an example - flow
Give an example - flow
Give an example - pedagogy
Area of a triangle example
Example of area of a triangle board
Give an example - flow (again!)
Other example of Give an example
Give an example - features
Give an example - challenge
Additional constraints - fractions
Additional constraints - flow
Additional constraints - flow
Additional constraints - sequences example
Additional constraints - averages example
Additional constrains - tips
Additional constraints - challenge
What if? - introduction
What if? - the awkward bit
The first what if
What if? - student board
What if? - the flow
What if? - the flow
The next what if
The other what ifs for mean
What if with fractions
What if with sequences
Features of What if
What if Challenge
Implementation intention
Tip 7. Three ways to use diagnostic questions to check for understanding
Where we are at
Introduction to diagnostic questions
Two questions to consider
Type 1 - Factual recall
Type 2 - Procedures
Type 3 - Concepts
1 - Checking for understanding - big flow
The Big DQ flow
1 - Checking for understanding - ask a question
1 - Checking for understanding - collect responses
1 - Checking for understanding - the tactical delay
1 - Checking for understanding - responding
2 - Explain a wrong answer
3 - Make a wrong answer correct
When to ask a diagnostic question
Implementation intention
Tip 8. Provide scaffolds for verbal responses
Where we are at
What is the problem?
Two questions to consider
Verbal scaffolds
Image of the verbal scaffolds
Implementation intention
Tip 9. Six key times to check for understanding
Where we are at
Introduction
Two questions to consider
Times to check for understanding
Implementation intention
Tip 10. Ten ideas to improve Exit Tickets
Where we are at
Introduction
Two questions to consider
Idea 1 - Ensure the exit ticket is quick to ask
Idea 2 - Ensure the exit ticket is quick to ask
Idea 3 - Ensure the exit ticket delivers useful data on that lesson
Idea 4 - Think about the format of the questions
Image of my Exit Ticket
Idea 5 - Be strategic when marking the exit ticket
Idea 6 - Ask a question everyone should get right
Idea 7 - Consider using a diagnostic question projected up the board
Idea 8 - Ensure the exit ticket feeds into the next lesson
Idea 9 - Don’t be afraid to ditch the exit ticket
Idea 10 - Consider including a retrieval question on the Exit Ticket
Exit Tickets reflection
Image of Exit Ticket tips
Implementation intention
Tip 11. Pick the student least likely to know
Where we are at
What is the problem?
Two questions to consider
Pick the student least likely to know
Implementation intention
Tip 12. Start with whoever got 8 out of 10
Where we are at
What is the problem?
Two questions to consider
8 out of 10
Implementation intention
Tip 13. Ten ideas to help create a culture of error
Where we are at
Problem.mp4
Two questions to consider
Idea 1 - Avoid describing questions as easy, simple or routine
Idea 2 - If a student gets a question wrong, say you used to do that
Idea 3 - If a student laughs at another students’ misunderstanding, don’t stand for it
Idea 4 - Make mistakes yourself
Idea 5 - Use materials that normalise errors
Idea 6 - Don’t record everything
Idea 7 - Use tools of mass participation
Idea 8 - Use the word might
Idea 9 - Have a pool of phrases that help frame mistakes in a positive and productive way
Idea 10 - Build a foundation of success
Culture of error reflection
Image of culture of error tips
Implementation intention
Tip 14. Three ideas to encourage students to ask questions
Where we are at
The quiet class
Two questions to consider
What is the solution?
Implementation intention
Going forward
Final reflection
Image of what we have covered
Goodbye!
Links to my other work
My books
My podcasts
My websites
FAQs
Is this course suitable for primary school teachers?
I am a secondary school maths teacher by training, and I make no claim whatsoever to have any expertise in the domain of primary teaching. However, I have been lucky enough to run this course lots of times with primary colleagues, and it seems to go down well. The key ideas concerning checking for understanding should transfer to different phases.
Is this course suitable for non-maths teachers?
I think so. I am always reluctant to offer any kind of insight to my non-maths colleagues, but I have been lucky enough to run this workshop for whole school INSET training a number of times, and it seems to go down well. Whilst the specific examples used are mainly from the world of maths, the focus is on the development of checking for understanding in any classroom.
Is this course suitable for non-UK teachers?
Yes! I have been lucky enough to work with teachers all around the world, and I ensure wherever possible that my courses are not tied to any specific curriculum or specification. I am confident that aside form my weird accent, teachers from other countries will find most of the ideas relevant and transferable.
How long does it take to do the course
You could whizz through all the videos in a few hours. But the idea is you watch the video where I present a problem, reflect where you are at, listen to my proposed solution, reflect upon that, and consider what you would need to change to make it work for you.
Therefore, a full day is probably suitable to do the course.
Even better if you can do a section of the course, try some ideas in your classroom, reflect on what worked and what didn't, and then move on to the next section of the course.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or I need to remove content, I will give you as much notice as possible (I will aim for at least 6 months) so you can complete the courses.
Can I pay with an invoice instead of online?
The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course.
But if you need to pay via invoice, then no problem! Just send an email to mrbartonmaths@gmail.com with details of:
1. The email addresses of the delegates taking the course
2. Your school name and address
3. Who to email to invoice to
Then I will send you an invoice and register your colleagues on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Are there discounts available?
If you want to purchase a bundle of passes for the courses - perhaps you have a large department or you are part of an Academy chain - send me an email telling me what you have in mind, and hopefully we can reach a deal!
