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Teacher Training Course: ICQ Instruction Checking Questions

This document provides guidance for teachers on preparing and delivering clear instructions to students for classroom activities. It emphasizes the importance of planning instructions in advance, giving clear and concise directions, checking for student understanding through techniques like Instruction Checking Questions (ICQ) and Concept Checking Questions (CCQ), and allowing sufficient time for students to complete the activity. The document includes examples of ICQ and CCQ that teachers can use to verify comprehension and reinforce key concepts and vocabulary.

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JANAINA QUEIROGA
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1K views27 pages

Teacher Training Course: ICQ Instruction Checking Questions

This document provides guidance for teachers on preparing and delivering clear instructions to students for classroom activities. It emphasizes the importance of planning instructions in advance, giving clear and concise directions, checking for student understanding through techniques like Instruction Checking Questions (ICQ) and Concept Checking Questions (CCQ), and allowing sufficient time for students to complete the activity. The document includes examples of ICQ and CCQ that teachers can use to verify comprehension and reinforce key concepts and vocabulary.

Uploaded by

JANAINA QUEIROGA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Teacher Training Course

ICQ
Instruction Checking Questions

Adriel de Carvalho
Wake up!
• Let’s play a game!
What’s wrong with me?
• Have you found yourself explaining an activity more than once?
• Why did this happen to you?
Preparing students to do an activity – It’s a recipe!
• What happens if you don’t follow the recipe?
a) Wrong ingredients
b) Not all the ingredients
c) Unnecessary ingredients
d) Order of the ingredients

Here you have a delicious recipe to follow:

• Plan instructions in advance


• Give clear instructions
• Check students understanding
• Give them time to do it!
Planning
• Don’t take anything for granted

• Understand the activity:


– Why are we doing this activity? – purpose / contextualisation
– Who am I going to work with?
– What are we supposed to do?
– How much time do we have to do the activity?

• Break into parts (when necessary)


– Try to write the steps down on the slides or in flipchart
Giving clear instructions
• Watch your language
– You’re going to hear a description of a famous person and you have to guess
who it is.
– Listen to my description of a famous person. Who is it?  

• Speed of your speech


– Don’t make them feel silly, but slow down slightly if necessary - and insert
pauses to allow students to take in each piece of information before you go on
to the next.

• TTT (Teacher Talking Time)


– Simplify

• Body language

• Don’t start the explanation until you have the students full
attention.
Checking students understanding
• English is your priority

• ICQ them!

• Modeling
ICQ
• “I’d like you to stand up... Get a pen or pencil. Read
the sentences and talk to your classmates. You have
to find people who do the activities in your handout.
But remember you have to ask questions. When you
find someone who answers “yes”, write this person’s
name. You don’t need to ask the same question
again. Move on to the next question. Try to talk to
as many people as you can. When you have
completed all the sentences with a name, this means
you finished. So you raise your hand and the activity
is over.”
ICQ
• Read the sentences. Talk to your classmates. Ask questions. For “yes”
answers, write your classmate’s name. When all the sentences have a
name, raise your hand. You have 5 minutes.”

a) Is this individual work? [NO]


b) Do you have to read? [YES]
c) Do you need to make any changes in the sentences? [YES]
d) Do you have to talk? [YES]
e) Do you need to write anything? What? [YES/Ss’ names]
f) When you finish do you sit down? [NO, RAISE HAND]
g) How much time do you have? [5 minutes]
h) Can you ask the same classmates more than two questions in a row?
[NO]
ICQ
• Should somehow reinforce and check the instructions given

• Do not make question to all steps

• Make sure they understand the key words of the process

• Don’t ask “do you understand?”

• Model
Give them time to do it
• Watch them

• Take notes

• Help when necessary

• Don’t interrupt them


It’s your turn
• Prepare the instructions to the activity

Don’t forget our recipe:


• Plan instructions in advance
• Give clear instructions
• Check students understanding
• Give them time to do it!
It’s your turn

Part I

Part II
Part III
It’s your turn
Can I say just a number?

How many words...?


If it’s right, can I take note?
Where...? What if it’s wrong?

What do you do when you finish?


Teacher Training Course

CCQ
Concept Checking Questions

Adriel de Carvalho
Do you understand?
• How can you make sure your students have understood your
explanation?

• CCQ = is checking the understanding of difficult aspects of the


target structure in terms of function and meaning. Concept
checking is vital, since learners must fully understand the
structure before any intensive practice of form and phonology is
carried out
CCQ
• Vocabulary / Grammar

Hints
• Make sure the questions are simple;
• Yes/no questions, either/or questions and simple 'wh' questions;
• Don't use the new (target) grammar in your questions;
• Don't use unfamiliar vocabulary;
• Remember that the answers 'sometimes', 'it depends' and 'I don't
know' can tell you as much as 'yes' or 'no'.
CCQ - Vocabulary
• Starving
• Identify the meaning of the word
– Dying because of not having enough food
– (informal) very hungry

Do I need to eat or drink?


Do I need any medicine/pills?
Have I eaten some bad food?
Am I hungry or sick?
Am I just hungry or very very hungry?
How long ago did I eat?
Your turn!
• Create CCQ for the following words:
• Bored
feeling unhappy because something is not interesting or because
you have nothing to do.
• Cheat
to behave in a dishonest way in order to get what you want.
BORED
• Feeling unhappy because something is not interesting or because
you have nothing to do.

1) Is it a positive characteristic? No.


2) Are you interested? No.
3) Are you happy? No.
4) Which one is "bored"? Pic. 2.

1 2
CHEAT
• To behave in a dishonest way in order to get what you want.

1) Is it a positive or negative attitude? Negative.


2) Is it correct to do that? No.
3) Can you have problems? Yes.
4) Is he cheating? Yes.
CCQ - Grammar
• He didn’t know if he was coming or going.

• Was he coming?
• Was he going?
• Did he know?

• WAS HE CONFUSED?

• Make sure you’re checking the meaning.


CCQ - Grammar
• Look! They're painting the wall

1) Is this the Past, Present or Future? Present.


2) Is the painting finished? No.
3) Is the action in progress? Yes.

If I won the lottery, I'd buy a new car.


She has been working at that company
for three years.
CCQ - Grammar
• If I won the lottery, I'd buy a new car.

1) Have I won the lottery?


2) Am I going to win the lottery?
3) Am I going to buy a new car?
4) Is this real or imaginary?
CCQ - Grammar
• She has been working at that company for three years.

1) Did she start working today?


2) Did she stop working?
3) Does she still work there?
What did we learn today?
• A wardrobe - Do you put food or clothes in it?
- Which room is it in?
• Is it made of wood? - Is it a wardrobe? (Show a pic)
• Is there one in your house?

• My students studied hard for the exam.


• Did they study?
-Is this the Past, Present or Future?
-Is the action in progress?
-Is it finished?
Thank you!

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