What Are They Thinking? The Ultimate Guide to Checking for Understanding

1. Auflage 2026
ISBN: 978-1-041-10826-9
Verlag: Taylor & Francis Ltd

Buch, Englisch, 270 Seiten, Format (B × H): 148 mm x 210 mm

Reihe: The Teacher CPD Academy

The book shows why it is central to so much of what we know about how learning happens.

Part of the Teacher CPD Academy series from InnerDrive, What Are They Thinking? is essential reading for teachers and school leaders who want to move beyond reassurance and teach with greater confidence.

Zielgruppe

Postgraduate, Professional Practice & Development, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Goodwin, David

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction

Section 1: Checking for Understanding and Prior Knowledge

1. Prior Knowledge and Schema Theory

2. Prior Knowledge and Meaning Making

3. Prior Knowledge and Consolidation

Section 2: Checking for Understanding and the Science of Learning

4. The Illusion of Learning

5. Desirable Difficulties: The Paradoxical Nature of Learning

6. Assessment: The Bridge Between What is Taught and What is Learnt

Section 3: Checking for Understanding in Action

7. Ratio: Involve All Students All of The Time

8. Cold Calling

9. Mini Whiteboards

10. Hinge Questions

11. Exit Tickets

Section 4: Checking for Understanding and.

12. Checking for Understanding and SEND

13. Checking for Understanding and Adaptive Teaching

14. Checking for Understanding and Early Years

15. Checking for Understanding and Oracy

Closing Thoughts

Über Autor(innen)

David Goodwin is a trust-wide Teaching and Learning Lead in the East of England, working with colleagues across Early Years to Key Stage 4. He writes, speaks, and occasionally illustrates ideas about teaching and learning. He remains, first and foremost, a learner.