What are ICQs and CCQs?
ICQs and CCQs are popular abbreviations in modern methodology and they both mean questions. What‘s the difference between them?
How to make ICQs? Let’s look at the example of the instruction:
Talk to your partner for 3 mins. Discuss the questions and then say what you have in common.
As we see the instruction above contains 4 pieces of information: talk to a partner, a time limit, discuss the questions, find out what you have in common. It’s not so easy to bear in mind everything they need to do. Moreover, when you set a task, sometimes students’ minds start to wander and they concentrate on some irrelevant things such as your new jumper, their lunch, the weather. By using ICQs we not only check if students get our instructions but remind them what they need to do.
Avoid asking such ridiculous ICQs as:
What do you have to read? (a text)
What do you need to answer? (questions)
How many gaps do you have to complete? (16)
Things to consider
On CELTA course ICQs were an insult to my intelligence as I could understand the instructions from the first time. But when I tried them with low-level learners, they were really helpful. I use ICQs with individual students as well but usually not more than 2 in one lesson and mainly with new activities.
Vocabulary: If you are head over heels in love , are you in love a lot, or a little bit? (a lot)
(from A CELTA Course by Scott Thornbury)
Grammar: I’ m meeting Jane 3.30 on Friday.
(from Workman Concept questions and timelines)
Not all questions are useful. If you want to check the meaning of the word ‘wardrobe’(= a tall cupboard in which you hang your clothes ), the questions such as Is your wardrobe big? What colour is it? won’t be effective.
Things to consider
Some teachers think that CCQs are artificial if they require yes/no answers since you won’t hear them in real life. For example,
Can you buy any meat in the grocery? (no)
Can you buy any rice there? (yes).
It’s better to check comprehension in a more communicative way: Which things do you usually buy in the grocery? (rice, sugar, flour)
Don’t resort to CCQs all the time because you can sound too patronizing. Elicit the meaning of vocabulary using other ways as well: pictures, synonyms, definitions, examples, etc.
Что такое CCQ и как использовать их на уроке
Дарья Добрица
Одна из задач учителя на уроке — оценить, понимает ли студент то, что вы ему только что объяснили. Чаще всего для этих целей учителя задают вопросы типа «Do you understand?», «Easy innit?» и даже просто «OK?», но практика показывает, что они совсем не гарантируют, что студент отвечает вам правду.
Разгадка этой задачи кроется в самом вопросе, поэтому сегодня будем учиться задавать правильные вопросы, чтобы получать правдивые ответы и передавать студентам максимум знаний. Для этого освоим понятие CCQ.
Что такое CCQ
CCQ — concept checking questions — это вопросы, которые помогают учителю определить, что студенты все же поняли суть лексической или грамматической единицы на уроке.
Вы можете сказать, что и так задаете студентам вопросы на каждом уроке. Да, вы правы, «Got it?» «Clear now?» — это — вопросы, но получите ли вы на них искренний ответ, который покажет степень понимания? Я так не думаю.
Сегодня мы научимся задавать правильные вопросы, чтобы у вас не было и тени сомнения, что студент наконец понял, что такое Present Perfect или ceasefire без перевода. Поехали.
MUST DO list
— планируйте CCQ заранее на стадии подготовки к уроку;
— используйте простые формулировки в вопросах. Для низких уровней достаточно YES/NO questions, а вот продвинутым можно задавать WH-questions, чтобы получить полные развернутые ответы;
— задавайте вопросы конкретным студентам, для начала самым сильным, чтобы их услышал весь класс, а потом тем, кто выглядят «потерянным», чтобы проверить их понимание;
— используйте визуализацию, рисуйте таймлайны, добавляйте синонимы и антонимы, показуху и т.д.;
— задавайте как можно больше CCQ пока не убедитесь, что студенты на 100% got it;
— не используйте новую грамматику и лексику в CCQ.
Примеры использования CCQ на уроке английского
1. Лексика
На уровнях Pre-Intermediate и выше вполне можно давать основной багаж лексики без перевода, используя определения на английском и картинки для визуализации. Определения — это не трата времени, а мощный инструмент, который научит ваших студентов paraphrase-ингу, активизирует и расширит словарный запас.
Вот как можно использовать CCQ во время презентации новой лексики:
Context: “North Korea and the world have finally reached a ceasefire.”
Meaning: stop fighting for a moment to discuss peace.
Possible CCQS:
Context: “As far as I’m concerned, there is nothing more important than love”
Meaning: according to what someone thinks or feels
Possible CCQs:
2. Грамматика
Все мы, объясняя грамматику, даем определение, когда использовать время с примерной формулировкой «is used to refer to an action happaned at an unfinished period of time». Для наших студентов это абракадабра какая-то, потому наши лучшие друзья в запутанном мире английской грамматики это примеры с последующими CCQ. Давайте рассмотрим примеры:
Context: “I have visited so many European countries.”
Meaning: an action that happened several times up to now.
Possible CCQs:
Context: “If I won the lottery, I’d buy a new house”
Meaning: hypothetical situation, dreams, unreal present situation.
Possible CCQs:
Context: “Taylor Swift does not sing as beautifully as Adele”.
Meaning: the construction is used to say that Taylor sings worse than everybody Adele.
Possible CCQs:
Вот и всё, теперь вы с легкостью можете проверить, как студенты поняли новую тему, и, самое главное, правильно ли они вас поняли. Постоянно используйте CCQ на уроках и это избавит вас от внезапных сюрпризов от студентов и все останутся довольными.
Даешь больше лексики!
Когда ученики просто развлекаются с новой лексикой (ах, кружите меня, кружите!), в голове преподавателя происходит нечто другое. Там крутятся винтики и идет серьезная методическая работа. ))
В этом посте рассказываю, какие винтики и шпунтики крутятся в голове у препода; зачем закидывать учеников новой лексикой и надеяться, что что-нибудь прилипнет; как избавиться от бредовых concept-checking questions и многом другом.
Вот у нас в учебнике Outcomes Upper-intermediate новая лексика для описания фильмов-книг. В следующем упражнении авторы предлагают придумать ассоциации к прилагательным (картинка увеличивается).
А я в этот момент подумала, что это отличная возможность не только заняться тем, что ученики уже знают, а и дать им что-то новое.
Еще я подумала, что уровень-то хоть и Аппер, но ученики все равно еще в полной мере не владеют продвинутой лексикой и емкими формулировками. Так зачем нам в сотый раз вспоминать известное и чересчур простое для уровня Upper-intermediate ‘made me laugh’ (ассоциация к слову hilarious), если есть такие фразы как:
Все это имеет смысл с нескольких точек зрения (погодите, не пугайтесь сразу, сейчас все поясню):
1 Building vocabulary
Ок, тут все очевидно. Добавляя ассоциации, мы расширяем словарный запас. Точка. Думаю, не надо пояснять, почему словарный запас рулит?))
2 Developing conversation
На это Хью Деллар хорошо ответил на одном из семинаров. Ну ок, всплывет в разговоре фраза went on strike, и вы ее даже к месту употребите. А дальше собеседник спросит, «а что, собственно, случилось, чего они устроили забастовку?». А нам и сказать нечего потому что на уроке мы узнали только ‘go on strike’ и ни фразой больше.
Или что сказать в ответ на «You look a bit down. Is everything all right?», если на уроке мы узнали только ‘a bit down’?
3 Exposure
4 Concept-checking questions
Hugh Dellar и Andrew Walkley много говорят и пишут о том, как перестать задавать идиотские CCQ, которые по-прежнему цветут махровым цветом в современном ELT. О том, что, например, изучая новое слово strike и словосочетание go on strike, гораздо полезнее закрытых вопросов «да-нет» задавать вопросы вроде:
RUN-DOWN
К слову run-down, например, вопрос может быть такой:
— и вот вам расширение словарного запаса (building vocabulary), продолжение разговора (developing conversation), контакт с языком (exposure) и проверка, поняли ли ученики смысл нового слова.
WORRIED
А к worried очевидный вопрос:
Точно также хочется как-то ответить на “What’s up? You look worried”.
Я могу говорить много и горячо, но не хочу пересказывать содержание статей и семинаров Хью и Эндрю. Там много полезного, рекомендую погуглить «lexical lab concept checking questions».
Абсолютно то же самое применимо к слову hilarious и трем ассоциациям из начала поста.
Важно
Например, из 3 ассоциаций (ну или что там у нас будет? ассоциации? причины? следствия?) пускай две будут предложены самими учениками (а следовательно, знакомой лексикой).
Так ученики уже заранее понимают смысл фразы (сами же предложили!), но вот оформление предлагает преподаватель. Как бы одновременно новая и не новая лексика получается.
Что вы думаете об этом упоре на exposure, пропагандируемом лексическим подходом? Не многовато ли лексики получится? Стоит ли переживать, что не все запомнится?
Как вам альтернативные concept-checking questions?
Давайте потренируемся задавать полезные CCQ? Пишем в комментариях «новое» слово, а следующий комментатор придумывает годный CCQ и возможный ответ на него (чтобы посмотреть, вызовет ли вопрос качественную доп. лексику).
Do You CCQ? Using Concept Checking Questions in the ESL Classroom
“Do you understand?” “Does that make sense?” “Do you have it?” It doesn’t matter how a teacher might ask, these types of questions are not the most effective attempts at checking comprehension with ESL students, who might simply say “yes” whether they understand or not. Using concept check questions (CCQs), on the other hand, is a more effective method to really test your students’ comprehension of a subject before moving forward in the physical or online classroom.
What does CCQ stand for in teaching?
CCQ’s meaning in teaching is concept checking questions. When checking student comprehension, these questions are asked by the teacher to gain a more accurate evaluation of the student’s understanding.
What is a CCQ?
You may be asking yourself, “What is a CCQ in teaching exactly? I still need more information!” Well, let’s dive right in. CCQs in ESL are targeted questions presented after a lesson to measure understanding. For example, after a lesson on the simple past tense, instead of asking the class, “Do you understand how to form the past tense?” the teacher might wrap up the lesson by asking students to come to the board and write one thing they did before coming to class today (i.e., I ate breakfast/I studied/I did my homework). Online teachers can have students do this same activity using a chatbox.
When do teachers need to use CCQs?
Questions like these allow teachers and students to confirm that the lesson is understood. CCQs for teaching ESL can be used any time a teacher wants to ask, “Do you understand?” They’re great for when you teach ESL vocabulary or grammar. These questions might check comprehension of lexical items, phrases, and grammatical structure, for example.
CCQs should be fairly simple questions suitable for the student’s age and English-speaking level. These questions are designed to highlight the essence of the day’s target language and verbally check for understanding of grammar, vocabulary, communicative functions, and instructions.
What is the main purpose of a concept checking question?
In a word, understanding. In the physical or online classroom, the main purpose of a CCQ in TEFL/TESOL is to determine if the student understands what you’ve taught without explicitly asking, “Hey, student, do you understand now!?” Imagine the awkwardness. Although this is clearly a question, it does not check any specific concept that was taught. This question also wouldn’t provide any insight into the student’s comprehension level and is likely to be answered with only a yes or no.
Having the ability to ask effective questions that apply to the lesson will be key to implementing a smooth CCQ experience with your students. Additionally, CCQs may even open the door to a more natural conversation as the student expands on their answers and ideas.
What can a TEFL CCQ check for?
First, by using CCQs, the teacher evaluates what his or her students know and, in turn, the students get to participate in the learning process of discovering and understanding the new language.
Secondly, learners articulate their English knowledge, and teachers clarify and add to that knowledge. This is beneficial for both teacher and student, as the teacher can also determine what changes may need to be made with future CCQs.
Online English teacher, Rachel, motivates her students
How to make concept check questions: The Golden Rules for using CCQs when teaching English
Next, you may be wondering how to create your own concept check questions. To make the process simple, we’ve compiled a list of five “Golden Rules.” Referencing these rules often, until comfortable, will help you, as the teacher, create a learning atmosphere that is effective, efficient, and conducive to your students retaining information while learning English.
Check out the Golden Rules at a glance in this infographic!
1. Plan CCQs in advance.
Preparation is a major contributor to success in all areas of life. This is especially true when preparing to teach English abroad or online. As an ESL teacher, it is very beneficial to take a look over the lesson before starting class and jot down a few CCQs that would help. You can also do this while creating your ESL lesson plan. This will encourage an organized and fun class while ensuring that the student gets the most out of their lesson and time.
2. Ask questions that are simple.
By “simple,” we don’t mean asking third-grade students kindergarten-level questions, even though they would love that! Instead, ask questions that are considered simple for their specific English language learner level.
The CCQs should be drafted with the lesson level in mind and also the students’ level. Otherwise, much time may be wasted on explaining small details and meanings that are not applicable or appropriate to the level being taught. Tailor the CCQs as precisely as possible to the lesson and students’ needs.
3. Use several styles of CCQs.
Another great rule for making CCQs is to use several styles of these questions. You may ask yes/no questions, either/or questions, and simple ‘Wh’ questions to check the various aspects of the target language. Each type of question elicits a different kind of response. Some responses will have short or yes/no answers, while other questions will create dialogue and extended responses from the student.
Whichever style of CCQs you choose, make sure to direct CCQs to specific students, not always to the whole class, the same students, or the best students; cover as many students as possible.
4. Consider vocabulary usage.
This could be a biggie and cause confusion over the simplest topics. Do not add unfamiliar vocabulary or new language to CCQs; it just muddies the attempt to gauge understanding of the concepts at hand. Reflect on how you may have felt learning the language. Even if English was your first language, it might’ve been difficult to grasp many new concepts if the teacher used unfamiliar or difficult vocabulary words.
Many times, our students may be feeling the same way. Using language they’ve already learned or been introduced to will help them follow along easier and feel confident that they’re making progress in each lesson.
5. Use media and mix it up.
Here’s the fun part! Students love visual examples and gestures that keep them interested in the lesson. You can include realia, pictures, miming, synonyms, antonyms, the whiteboard, and more when using CCQs. Incorporating different forms of media and English tenses will make content comprehension checking more fun and interactive.
These materials may also distract the student from realizing they are being “pop quizzed,” and THAT, my friend, is a great teaching day for both teacher and student.
What are some examples of concept checking questions?
Future and simple future
Let’s imagine that you taught your students a lesson on the difference between two common ways to express the future: present progressive tense (“I’m seeing a movie tonight”) vs. simple future (“I will be there”). A good CCQ for English students at the end of class could be to ask, “What are your plans for the rest of the day?” Their answers (I will study/I’m going to play soccer) will indicate if they understood the lesson! These questions are simple, yet precise and provide assurance that the teacher can move forward.
Nouns and pronouns
Now let’s imagine that you taught your students a lesson on the difference between nouns (like “truck”) and pronouns (such as “it” or “that”). A good CCQ for the end of class might be to ask, “What pronouns can you use to replace the nouns children, store, and car?” An answer, such as “I can use they, there, and it,” will also indicate that this student understood the lesson and how to apply it to real life. These questions can be a great way to accurately gauge student understanding. Try a few out!
A clear grasp of content checking questions, or CCQs, (targeted questions presented after a lesson to measure understanding) will set the teacher up for success while simultaneously impacting the students’ success. Therefore, when properly using the “golden rules” to create effective CCQs, teachers and students can proceed through their lessons with confidence in what was taught and learned.
Another useful skill for ESL teachers is knowing when and how to correct students’ errors. Learn the most effective techniques in this 10-hour Bridge Micro-credential course: Error Correction in the EFL Classroom.
Post by Jalena Johnson
Jalena Johnson, AKA «Lena,» lives in South Carolina. She’s a military veteran completing her doctorate in business administration. Lena has been teaching, homeschooling, and working with children for over 10 years. She’s TEFL certified and currently teaching English online to students abroad. She enjoys traveling, writing, music, great food, and having tons of laughs! Her motto and life approach is «Teach from the heart.»
Concept Checking Questions (CCQs): Definition and Examples
Rather than students saying that they understand something, we want students
to show that they truly understand it by asking them concept-checking questions.
What are concept checking questions (CCQs)?
Concept Checking Questions, also known as CCQs, check students’ understanding of complex aspects of the English language, such as vocabulary and grammar structure.
The teacher asks multiple questions to ensure that the student comprehends the language and does not have any problems with what they’ve just learned.
What is the main purpose of CCQs?
Asking students questions such as “is this ok?” or “do you understand?” is an ineffective way to check student understanding.
Many students would rather not lose face and say they don’t understand in front of all their classmates.
Learners must understand the task before moving to the next stage. To make sure they fully understand, we can use CCQs.
CCQs can be used throughout the lesson to check that students can understand and produce the new language.
How do I ask concept checking questions?
There are many ways to ask concept checking questions. We can keep it simple, mainly by using yes/no questions, chance questions, and closed questions.
Types of Concept Checking Questions
Here are some ways we can ask concept checking questions, with examples for each.
Yes/no questions.
For example, is it a pet? Yes or no?
50/50 chance questions.
For example, is it a pet or a wild animal?
Information-based questions.
For example, where can you find this animal?
Discrimination-based questions, to check function and register
For example, can these animals only do tricks? What else can it do?
Questions regarding their experience, their culture, or shared experiences.
For example, have you ever seen a parrot before? Is there a parrot in this building?
7 Tips for Implementing CCQs in the Classroom
What can we do to ensure effective use of concept checking questions? Make sure you read the following tips to guide your set of concept checking questions.
1. Plan the CCQs ahead of the lesson
Teachers can predict what areas the students might have trouble with before the lesson. They might like to prepare CCQs for the new target language.
Teachers can plan creative concept checking questions around these trouble areas.
2. Don’t use the target language as the answer
Say you wanted to concept check the new word “bedroom” by saying “where do you go to sleep at night?” and “Where do you get dressed?”
The students may expect the answer to be the bedroom, without understanding why.
As the answer to these questions is the target word, there is no way to know if the students actually understand its meaning or if they are just repeating the new keyword.
3. Don’t use unfamiliar vocabulary
The CCQs shouldn’t make the topic more confusing but more explanatory. The students should be able to understand the concept checking question.
You can direct concept checking questions to a few students, especially the best students who are capable of answering the question.
4. Use the props around you
You can use other things in the classroom to get your point across, such as pictures, realia, and the whiteboard
5. Ask many questions
Ask as many students as possible and use a variation of questions. This will strengthen their understanding.
6. Don’t use the target grammar in the question
Don’t use the target grammar structure as the question as this will not explain the grammar point but just add confusion.
Instead, you can ask questions like, “Is this the past, the present, the future?” Or “is this happening now?”
7. They should cover every aspect of the meaning of the word
The teacher should cover every kind of meaning of the word so the student doesn’t confuse it with other words.
For example, let’s say the new target word is “fridge.” The teacher could ask questions like, “is it warm or cold? Can you keep food in it?”
However, the students may still confuse it with a freezer, so you’d want to distinguish between the two.
