There’s a moment in every lesson that separates good teaching from great teaching. It’s not the perfectly timed joke or the meticulously crafted slide deck.
It’s the pause. The deliberate choice to step back and ask yourself: Do they really get it?
Understanding isn’t always visible. It doesn’t raise its hand every time. Sometimes it sits quietly at the back of the room, masked by a nod or a smile that says, “I’m following along,” when really, the wheels have come off.
Other times, it’s buried under layers of confusion that students, especially shy students, are too hesitant to voice.
The best teachers build checks for understanding naturally into day-to-days. In an inclusive classroom, these strategies ensure no student falls through the cracks, creating space for every voice to be heard and valued.
What follows are strategies that are proven effective through years of implementation. They’re designed to uncover how deeply students have internalized any material, and how you can help them take the next step.
1. Layered Questions
Layered questions are how I check for understanding without overwhelming students. You start with something straightforward, then gradually ask more challenging questions to push their thinking deeper.
How It Works:
- Start with a basic question: “What causes evaporation?”
- Add a layer: “How does evaporation fit into the water cycle?”
- Go deeper: “What might happen to evaporation if global temperatures keep rising?”
Why It Works:
I used this during a lesson on ecosystems. By the time we got to the question, “What happens if one species disappears?” students were debating how it would affect the food chain. That level of engagement doesn’t happen when you stick to surface-level questions.
Pro Tip:
If you’re using PowerPoint to guide your lessons, you can take layered questioning a step further with ClassPoint’s interactive questions. Instead of just asking verbally, you can embed multiple-choice, short answer, or even multimedia questions directly into your slides.
This way, every student engages in real-time, and you instantly see who’s grasping the concept and who needs more support. Check out how to run your first interactive ClassPoint quiz.
2. Reverse Engineering
Reverse engineering is starting with the outcome and working backward. Instead of teaching the process first, you give students the result and ask them to figure out how it was achieved.
Example:
- In math: Give students the solution to an equation (e.g., x = 5) and ask them to create the problem that leads to it.
- In science: Show them a completed chemical reaction and ask them to identify the reactants and conditions needed.
Why It Works:
When students reverse-engineered Martin Luther King Jr.’s “I Have a Dream” speech, they started writing their own speeches using similar techniques. Watching them connect theory to practice was powerful.
3. Iterative Feedback Loops
Iterative feedback loops give students multiple chances to improve their work. Instead of grading something once and moving on, you provide feedback, let them revise, and repeat the process until they get it right.
During a writing unit, one student struggled to organize their argument. After the first draft, I gave specific feedback: “Your evidence is strong, but your transitions need work.” They revised and resubmitted. The next round focused on sentence clarity. By the final draft, their essay was sharp and persuasive.
Pro Tip:
Use a checklist to guide feedback. For example:
- Does the introduction hook the reader?
- Are claims supported with evidence?
- Is the conclusion impactful?
4. Conceptual Laddering
Conceptual laddering is one of those strategies that’s simple but packs a punch. It’s starting with what students already know and building up step by step until they’ve mastered something more complex.
At first glance, conceptual laddering might sound similar to layered questions, but there’s an important difference. While layered questions are designed to guide students toward deeper understanding of a single concept, conceptual laddering focuses on amplifying what students already know and using that as a foundation to build new knowledge.
How It Works:
Break down a concept into smaller, sequential parts. Start with something familiar, then layer on complexity until students can grasp the full idea. Here’s how it looks in action:
| Step | Example (Fractions) | Example (Photosynthesis) | Example (Historical Events) |
|---|---|---|---|
| Start Simple | “You know halves and quarters from cutting pizza.” | “Plants need sunlight to grow—why do you think that is?” | “What happened when the colonists dumped tea into Boston Harbor?” |
| Add a Layer | “Now, let’s talk about how fractions work in division.” | “What role does water play in helping plants make food?” | “Why were the colonists upset enough to dump the tea?” |
| Build Further | “Finally, consider how fractions are used in real-world measurements, like recipes or construction.” | “How do plants use glucose once it’s made?” | “What were the long-term effects of the Boston Tea Party on relations with Britain?” |
Use this strategy when introducing abstract or unfamiliar concepts. By grounding new ideas in prior knowledge, you make them less intimidating and more accessible.
5. Error Analysis
Error analysis focuses on mistakes as opportunities to learn. Instead of ignoring errors, you highlight them so students can understand and correct them.
Scenario:
After a chemistry lab, I displayed a set of calculations with intentional errors. Students worked in pairs to find and fix the mistakes, which deepened their understanding of stoichiometry. Eventually, one pair discovered they’d been misplacing decimal points.
Pro Tip:
Encourage students to track their own recurring mistakes in a journal. Over time, they’ll start recognizing patterns that would help them make better use of their time learning.
6. Concept Reconstruction
Concept reconstruction breaks down complex ideas into smaller parts. Once students understand the pieces, they can put them back together to see the whole picture.
Example:
Take photosynthesis:
- Component 1: Sunlight provides energy.
- Component 2: Water supplies hydrogen atoms.
- Component 3: Carbon dioxide provides carbon molecules.
- Rebuild: Explain how these elements combine to produce glucose and oxygen.
Pro Tip:
Use graphic organizers like flowcharts or diagrams to help students visualize the breakdown and reconstruction process. This works especially well for visual learners.
7. Adaptive Questioning
Adaptive questioning adjusts the complexity of your questions based on how students respond. If they’re struggling, you simplify. If they’re excelling, you challenge them further.
Dialogue Example:
Teacher: “What is the theme of this story?”
Student: [Hesitates.]
Teacher: “Let’s start simpler. Can you tell me what happens in the story?”
Student: “It’s about a boy who loses his dog.”
Teacher: “Great. How does the boy feel about losing his dog?”
Student: “Sad, but also determined to find him.”
Teacher: “Exactly. Now, how does the author use symbolism to develop the theme of perseverance?”
Pro Tip:
Keep a mental note of which students need scaffolding and which ones are ready for extension questions. This ensures you’re meeting everyone where they are.
Best Practices for Implementing Checks for Understanding
While each strategy in this list offers a unique way to assess student learning, there are some overarching principles that can help ensure checks for understanding are implemented effectively. These best practices make the process intentional, and impactful.
Key Best Practices:
- Be Clear and Specific: Frame questions or tasks so they target specific learning objectives. For example, instead of asking, “Does everyone get this?” try, “Can you explain how photosynthesis converts sunlight into energy?”
- Use Multiple Formats: Not all students express understanding in the same way. Alternate between verbal questions, written responses, visual representations, and group discussions to capture a fuller picture of comprehension.
- Act on What You Learn: The purpose of checks for understanding is to inform instruction. If multiple students struggle with the same concept, pause and address it immediately or adjust the next lesson to revisit it.
How to Apply These Practices:
For instance, during a history lesson on the causes of World War I, several strategies can be combined to ensure students develop a solid understanding:
- Begin with layered questions, starting with, “What were some tensions between European countries before the war?” Then build up to, “How did alliances contribute to the war’s escalation?”
- Use error analysis by presenting a simplified timeline with deliberate inaccuracies (e.g., placing the assassination of Archduke Franz Ferdinand after the start of the war). Students work in pairs to identify and correct the mistakes, deepening their grasp of the sequence of events.
- End with a quick exit ticket, asking students to write down one question they still have about the topic. Responses can reveal lingering confusion, such as the role of nationalism, which can then be addressed at the start of the next class.
Check out our rundown on 30+ Fun Ways to Use Exit Tickets for Instant Feedback.
By combining these approaches, and adhering to best practices, students not only retain key facts but also develop a deeper understanding of the broader historical context.
FAQs
What are checks for understanding, and why are they important?
Checks for understanding are quick, intentional strategies teachers use to gauge whether students are grasping the material during a lesson. They’re crucial because they help identify misconceptions early, allowing teachers to adjust instruction in real time. Without these checks, students may fall behind or leave class with gaps in their learning.
How often should I use understanding checks in my lessons?
There’s no one-size-fits-all answer. It depends on the complexity of the content and the needs of your students. However, incorporating at least 2-3 checks for understanding per lesson is a good rule of thumb. This ensures you’re consistently monitoring progress and making adjustments as needed.
What’s the difference between formal assessments and checks for understanding?
Formal assessments, like quizzes or tests, are typically summative and occur at the end of a unit. Checks for understanding, on the other hand, are formative and happen during the learning process. These understanding checks are low-stakes and designed to guide instruction rather than assign grades.
Can I combine multiple checks for understanding in one lesson?
Absolutely. In fact, combining strategies often provides a more complete picture of student comprehension. For example, you might start with layered questions to assess foundational knowledge, then use an exit ticket to gauge overall understanding by the end of the lesson. Mixing formats ensures you’re reaching all learners.
What if students struggle during a check for understanding?
If students struggle, it’s a signal to pause and address the issue immediately. Use the moment to clarify misconceptions, provide additional examples, or break the concept into smaller parts. Remember, the goal of understanding checks is to inform teaching, not to evaluate students harshly.
