Test Real Understanding with CCQs

We have all been there. You have just delivered what you believe to be a crystal-clear explanation of a new concept. You ask the room, "Does everyone understand?" and are met with a sea of nodding heads. But do they really? Often, learners agree they understand to be polite, because they think they understand, or because they do not want to be the only one who says no.

Concept Checking Questions (CCQs) are a simple, powerful tool to cut through this ambiguity. They are not a test of memory, but a diagnostic tool to check if learners have grasped the core meaning of a concept before you build upon it. They help you to gauge understanding accurately and respond in the moment.

What Makes a Good CCQ?

Effective CCQs are not random questions; they are designed with precision. They isolate the essential meaning of a concept and present it in a simple format. The goal is to get a quick, clear signal of comprehension from the entire group.

• They target the core meaning: CCQs focus on the key attributes of the concept you are teaching, not on peripheral details.
• They use simple language: The questions must use vocabulary and grammar that are simpler than the concept itself. You are checking understanding of the new idea, not testing their language skills.
• They are brief and require a short answer: The best CCQs can be answered with 'yes' or 'no', or by choosing between two options. This makes it easy for all learners to participate, perhaps by showing thumbs up/down or a coloured card.
• They are prepared in advance: The most effective CCQs are planned when you plan your explanation. Thinking about how you will check for understanding helps you to refine how you will teach it.

Designing CCQs for a Practical Skill

Let's imagine you are teaching apprentices about 'active listening' during a customer service session. Your explanation might be: "Active listening means fully concentrating on what is being said, not just passively hearing the words."

To check they have understood this, you could ask:

• "If you are thinking about what to say next while the customer is talking, are you actively listening?" (No)
• "If you nod and make eye contact to show you are paying attention, is that part of active listening?" (Yes)
• "Is active listening just about hearing, or is it about understanding?" (Understanding)
• "You interrupt the customer to solve their problem quickly. Is this active listening?" (No)

Using CCQs for Abstract Concepts

CCQs are also invaluable for more abstract, but crucial, concepts like those found in tutorials on professional behaviours or British Values. Imagine you are explaining the concept of 'mutual respect'.

Your explanation could be: "Mutual respect means treating others with consideration, even if you disagree with their opinions or background."

Your CCQs might include:

• "If we listen to someone else's opinion without interrupting, are we showing respect?" (Yes)
• "Does mutual respect mean we have to agree with everyone?" (No)
• "Is it respectful to make jokes about someone's beliefs?" (No)
• "If two people have different views but discuss them calmly, are they showing mutual respect?" (Yes)

Putting CCQs into Practice

Integrating CCQs into your teaching flow is straightforward and has a high impact. It is a key technique for responsive teaching, allowing you to adapt your approach based on real evidence of learning.

1. Teach: Introduce and explain the new term, skill, or concept.
2. Pause: Give learners a moment to process the information.
3. Ask: Use your pre-planned CCQs. Ask the whole group and look for a response from everyone.
4. Gauge: Quickly assess the responses. Do the majority understand? Is there a pocket of uncertainty?
5. Respond: If understanding is clear, move on. If it is patchy, you might re-explain using a different analogy, ask learners to discuss the concept in pairs, or use another example before checking again.

By making CCQs a routine part of your practice, you create a more interactive and responsive learning environment where it is safe for learners to be unsure, and where you have a much clearer picture of their progress.

Where this fits in QualityHero

Evidence of responsive teaching techniques, like the effective use of CCQs, is a vital component of evaluating your provision's Curriculum, teaching and training. Observing and discussing these practices during professional dialogue or peer support activities provides a rich source of evidence for your quality processes. This qualitative data, captured in Toolkit Areas or peer observation forms, helps to explain the story behind learner progress and informs judgements on Achievement at the provision-type level.