If you’re trying to teach someone something, in any context, it’s a good idea to check periodically to find out whether they’re with you. If not, you’re wasting your time and theirs.
If you want to find out whether someone understands something — a concept, a procedure, a perspective — don’t just ask whether they understand. The chances of a false positive are too high. Why?
- The learner may think they understand, when they don’t, or at least not fully. The more complex the topic, the more likely this is. “Yes” can often mean “I think I get a little something of what you just said” (the optimistic approach).
- The learner may know they don’t understand, but have framed the interaction as “trying to give the instructor the answers he/she wants.” This is distressingly common in authoritarian educational systems that stress drill-and-practice, which includes much of the world. Especially anyplace the British have been.
- The learner may be saying whatever it takes to get you to leave them alone and go away, or at least pick on someone else in the class. The more completely lost they are, the more likely this response becomes.
- With multiple learners, you’ll hear from the few bravest, most confident students. Even if they get it, that doesn’t mean the rest do.
In some cultures and contexts, you’re virtually certain to be told “yes” no matter what is going on in the learner’s head.
So how do you ascertain understanding? Ask the learner to use the idea, procedure, perspective, or whatever it is. Not just parrot back what you’ve said, not just mimic something you’ve demonstrated; actually apply the thing in a way that demands actually “getting it.”
A side benefit is that using knowledge will help the learner get it, and get it better, and keep it.
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