Various strategies exist to find out if the whole group has understood. Those strategies can then be implemented through different methods or techniques.

We will present here some strategies and methods to use in order to find out if the whole group has understood

OBSERVATION

Observation is the base strategy for finding out if your learners have understood, whether through verbal or non-verbal cues ( body language, facial expressions…). Observation should take place at all times and be followed by targeted feedback so that the learners benefit from it.

What to look for :

Verbal cues : miscomprehension, clarity of explanation when explaining a topic…
Non verbal cues : furrowed brows, frowning, avoiding eye contact or frequent glancing around, crossed arms, head shaking, not taking notes ( disengagement)…

Examples of methods to be used :

During group work, circulate among the group, observe, listen, question
Direct observation on the demonstration of specific skills
Collection of evidence on the performance of learners, using tools such as checklist or rating scales
Addressing issues at individual level depending on the non-verbal cues perceived

QUESTIONNING

Questioning is a great strategy to find out the understanding of the learners. The trainers however need to ensure this questioning isn’t viewed as a way to highlight the weaknesses of the students. For example, I had a trainer who would only use questioning after the test, and only target the learners who had wrongly answered. As you can imagine, this was quite demotivating.

How to use questioning

Questioning formats :

Group questioning, allowing learners to collectively share their understanding without underpinning the learners with a weaker understanding
Individual questioning, but without the presence of the group around. For example when passing among the group and when near a learner, asking them a direct question
Explanatory questioning, allowing learners to explain the reason behind their answer and thus pinpoint any good reasoning or understanding. Explanatory questioning is a good practice to use also with group or individual questioning.

Examples of methods of questioning to be used :

Open ended-questions : push the learner to detail the given answer, using critical thinking
Scenario-based questions : with a scenario or particular situation in mind, learners need to apply their knowledge to answer the question and solve the situation
Reflective question : the learner reflects on its prior experiences to answer the question
Clarifying questions : The learner needs to build on the content provided by the trainer, by summarising, giving further explanation or providing an example
Solving question ( or misconception check) : the learner use their knowledge to solve a common misunderstanding or mistake provided by the trainer

SELF-REFLECTION

Trainers can encourage self-reflection in their learners, with activities during which the learners reflect on their own understanding.

Examples of techniques encouraging self-reflection :

Encouraging self-assessment on a grid made from the course learning objectives
Proposing pinpointing exercises of the most valuable things learnt during the day, hardest part to understand…
Provide opportunities to feedback on the course, for example through emojis representing their understanding on the content
Encourage learners to hold a self-reflection journal

GAMIFICATION

Contrary to some beliefs, gamification does not necessarily need to be complicated and long to implement to be efficient. It allows learners and trainers to easily check understanding while being in a game-like situation.

Examples of gamification techniques :

Timed quizzes and polls : very short and active techniques, which can be used in many manners, for examples through a show of hand or a vote
Entry and exit slips : ritualises the learning by encouraging the activation of prior knowledge and the rewording of new knowledge
Role playing : From simple to elaborate, role playing can be adapted to many training subjects
Escape game : See Brick 1 of the course for creating a pedagogical escape game

COLLABORATIVE WORK

With collaborative work, learners reflect on their understanding as well as their strong and weak points together, while learning with each other without the pressure of the trainer being on their back. It also contributes to a collective understanding instead of an individual one. It these situations, the trainer goes from group to group and observes.

Example of collaborative techniques to find out if the whole group has understood :

Provide peer discussions opportunities on specific subjects
Propose “think, pair, share” exercises during which learners think individually on a subject. They are then paired with other learners to discuss it. And finally share their conclusion with the rest of the group. This type of exercise helps reduce the pressure of presenting own views in front of the group
Propose peer feedbacks during which, in pairs, learners give feedback to each other with the TAG methodology : Tell the peer what they did well, Ask a thoughtful question, Give a positive suggestion)