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Effective Concept Checking Questions (CCQs) for Enhanced Language Teaching

This guide by Emma Cresswell explores the importance of Concept Checking Questions (CCQs) in language instruction, particularly in understanding morphonology. CCQs help assess if learners grasp new concepts before diving into intensive practice, reducing the need for excessive teacher talk and fostering a more interactive classroom environment. By carefully crafting CCQs that address essential meanings and using engaging methods like visuals, teachers can effectively check comprehension, raise awareness of potential issues, and adjust their teaching strategies accordingly.

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Effective Concept Checking Questions (CCQs) for Enhanced Language Teaching

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Presentation Transcript

  1. Mind your CCQs… Emma Cresswell

  2. What? Concept Checking Findingoutif a learner has understood a new item

  3. Why? • A waytocheckstudentshaveunderstood a concept beforestartingintensivepractice of formorphonology. • Reduce TeacherTalk time • Allowsfor a more interactiveclass and lessspoon-feeding

  4. How? • Normallyachievedthrough a series of questions: • Ensurecomprehension of TL • Raiseawareness of problems • Oftenused in combinationwithothermethods (often visual): • Lines (time/truth/reality) • Pictures • Negativechecking

  5. How? • How do weform concept checkquestions? • Think of a natural contextforthe TL • Writedownwhatstudentsneedtoknowaboutthemeaning of theexponents • Reduce thesetotheessentialmeaning and simplifyinto simple statements • Turnthestatementsintoquestions • Addfurtherquestionstocheckotherthings (ifrelevant)

  6. CheckyourCCQs • OnewaytocheckyourCCQsbeforeyouteachthemisbyseeingifyou can identify the TL byonlylooking at thequestions: Lungs Do youhavetwo of these? YES Are theyinsideyourbody? YES Does air gothroughthem? YES (Vocabulary)

  7. DOs & DON’Ts Havetoomanyquestions Repeatthe TL in theCCQs Use languagesimplerthanthe TL Use yes/no questions & questionswithonewordanswers Prepare yourCCQs in advance Use a grammarbookorstudentdictionarytoresearchthemeanings Ask “Whatdoes x mean?” DON’T DON’T DO DO DO DO DON’T

  8. Thingstoremember: BeforeClass: Plan yourCCQs and putthem in your LP withanswers In Class: Makesureyou introduce the new language in a clearcontext Use thecontexttoelicitortoidentify TL Use yourCCQstocheckunderstanding Listen toyourstudents’ answers – iftheydon’tunderstandgo back tothecontext AfterClass: ReflectonyourCCQs – weretheysuccessful? Whatcouldyouchange?

  9. Resources • International House Buenos Aires Delta Module 2 notes • http://www.tefl.net/forums/viewtopic.php?f=5&t=208 • http://www.teachingenglish.org.uk/knowledge-database/concept-checking • http://www.teachingenglish.org.uk/articles/checking-understanding • http://www.teachingenglish.org.uk/blogs/laura868/look-whos-talking-ways-increasing-student-talking-time

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