Short answer
Ask learners to do something that demonstrates what they understood. They can explain an idea, choose an example, complete a tiny task, show the next step or answer a focused checking question. Evidence is more useful than a polite yes.
In S06E15, we point out that Do you all get it? often produces nods, especially in a new class where learners may not want to admit confusion. The teacher receives reassurance, but not much information.
Try this in your next lesson
Instructions: What are you doing first?
👇 Scroll down for our practical checklist or activity and download.
Listen to the whole S06E15 discussion in our podcast episode guide here🔊.
For instructions, ask a learner to say what happens next: Are you working alone or with a partner? How many questions are you answering? How long have you got? These are instruction-checking questions because they test the procedure rather than the language itself.
For meaning, use concept-checking questions. If you are teaching used to, you might ask whether the situation is about the past or now, and whether it is still true. For mustn’t, ask whether the action is allowed. Keep the questions simpler than the language you are checking.
A demonstration can be even clearer. Ask two learners to show the first step of an activity, complete one example together, or point to the correct section of the worksheet. This avoids turning comprehension checking into another abstract explanation.
Be careful not to make one learner carry the whole class. A confident learner giving the right answer does not prove everybody understands. Use pairs, quick response cards, mini whiteboards, chat responses online or a couple of different learners.
What makes a good checking question?
It should be short, specific and easier than the thing being checked. Avoid simply repeating the original explanation in question form.
Our suggested classroom adaptation of the episode discussion.
Gav and Em suggest: Ask for evidence
- ☐ Instructions: What are you doing first?
- ☐ Grouping: Alone or with a partner?
- ☐ Timing: How long have you got?
- ☐ Meaning: Past, present or future?
- ☐ Example: Which sentence shows the target idea?
- ☐ Demonstration: Show me the first one.
If the learner can show you what they understood, you no longer have to guess.
📥 Download the free teacher practice card (PDF)
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