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It outlines techniques such as summarising progress, think aloud prompts, agreeing/disagreeing checks, using multiple-choice questions with structured pacing (Pose, Pause, Pounce, Bounce), and repeating instructions. The session links checks to formative assessment, sources evidence of learning, and demonstrates classroom interactions and examples to adapt teaching based on pupils’ progress and difficulties.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-maths-mathsconfonline-five-strategies-to-help-you-track-student-understanding/619143/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-maths-mathsconfonline-five-strategies-to-help-you-track-student-understanding/619143.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the five strategies to check student understanding in this session?","Question",{"text":112,"@type":113},"The session lists five approaches: summarise what has happened so far, think aloud, agree or disagree, use multiple-choice questions with Pose, Pause, Pounce, Bounce, and repeat the instructions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does AQA describe the purpose of checking for understanding?",{"text":117,"@type":113},"Checking for understanding is positioned as formative evidence that helps teachers identify strengths and weaknesses, adapt teaching, and support individual progress.",{"name":119,"@type":110,"acceptedAnswer":120},"Where does the information teachers use to adapt their teaching come from?",{"text":121,"@type":113},"The presentation states that teachers gather information from observation, discussion, and written work, then use feedback to adapt teaching to pupils’ needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619143,1792525456,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","GCSE Maths: #MathsConfOnlineFive strategies to help you track student understanding\nCeri Ward Jones\nSummer 2022\nWelcome\nCopyright © 2022 AQA and its licensors. All rights reserved.\n2\nExampro\nCopyright © 2022 AQA and its licensors. All rights reserved.\nAQA’s Exampro question banks prepare students for their first public exams. Explore thousands of past questions with their associated mark schemes and examiner comments to create compilations suiting your students’ needs.\nEmbed questions in:\nhomework, to familiarise students with exam materials\nclass teaching, for greater understanding of what’s being asked\ndifferentiated, targeted assessments, to check learning of content and skills\nrevision resources, for the best preparation.\nAQA’s MERiT offers high-quality feedback from mock exams. See the strengths and weaknesses of your class to identify teaching focus; share performance data with SLT; and view student reports to support individual progress.\n3\n5 Ways to check for understanding\nCopyright © 2022 AQA and its licensors. All rights reserved.\nToday’s Session:\nA reminder of what the evidence suggests is good practice:\n5 ways to check for understanding.\nsummarise what has happened so far\nthink aloud\nagree or disagree?\nusing multiple choice questions for Pose, Pause, Pounce Bounce\nrepeat the instructions\n2. An opportunity for colleagues to share resources\n4\nThe black box\nCopyright © 2022 AQA and its licensors. All rights reserved.\n5\nTeaching and learning are interactive\nTeachers need to know about:\nPupils’ progress\nPupils’ difficulties with learning\nindividual\nvaried\nsometimes unpredictable\nWe get this information from:\nObservation\nDiscussion\nWritten work\nWe use this feedback to adapt our teaching to meet the pupils’ needs.\n“Opportunities for pupils to express their understanding should be designed into any piece of teaching, for this will initiate the interaction whereby formative assessment aids learning.” Black P, Wiliam D. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan. 2010;92(1):81-90. doi:10.1177/003172171009200119\n5 Ways to check for understanding: Maths\nCopyright © 2022 AQA and its licensors. All rights reserved.\n6\nReminder of the purpose of checking for understanding\nCopyright © 2022 AQA and its licensors. All rights reserved.\n7\nRosenshine 6\nCredit: © iStocK.com/ graphic-bee\nNon examples\nCopyright © 2022 AQA and its licensors. All rights reserved.\n8\nDoes that make sense?\nAny questions?\nDo you understand?\nEveryone got that?\nOk?\nCredit: © iStock.com/SolStock\n“Summarise what has happened so far”\nCopyright © 2022 AQA and its licensors. All rights reserved.\n9\nCopyright © 2022 AQA and its licensors. All rights reserved.\nStudents should be able to:\nMark points on a diagram given the bearing from another point\nDraw a bearing between points on a map or scale drawing\n10\n‘Summarise what has happened so far’\n© iStock.com/Shansche\n© iStock.com/cristianl\n© iStock.com/wzfs1s\nCopyright © 2022 AQA and its licensors. All rights reserved.\nQ) The bearing of C from A is 130º. The actual distance from A to C is 359 metres. Mark the point C on the diagram.\n11\n‘Summarise what has happened so far’\n© corbettmaths.com\nCopyright © 2022 AQA and its licensors. All rights reserved.\nSolving equations with a variable on both sides.\n12\n‘Summarise what has happened so far’\n3b + 1 = 2b + 7\nThink aloud\nCopyright © 2022 AQA and its licensors. All rights reserved.\n13\nThink aloud\nCopyright © 2022 AQA and its licensors. All rights reserved.\nTopic: Functions\n14\nExample\nStudent’s attempt\nGiven ƒ(x) =2x\ng(x) = x + 1\nFind ƒg(2)\nGiven ƒ(x) =2x\ng(x) = x + 1\nfind fg gf\nBased on an activity from Variation Theory\nThink aloud\nCopyright © 2022 AQA and its licensors. All rights reserved.\nOther sentence starters to facilitate thinking aloud:\nHow did you begin to solve this problem?\nCan you break it down? What would the first part be?\nWhat do you need to do next?\nCan you share your method for solving…\nCan you reword the question into sim","cbCaihpyiM7TVWCF","https://ap.wps.com/l/cbCaihpyiM7TVWCF","pptx",4338689,"English","# Welcome\n# 5 Ways to check for understanding\n## The black box\n## Teaching and learning are interactive\n# 5 Ways to check for understanding: Maths\n## Reminder of the purpose of checking for understanding\n## Non examples\n# Summarise what has happened so far\n## Does that make sense? Any questions?\n# Examples and classroom activities","[{\"question\":\"What are the five strategies to check student understanding in this session?\",\"answer\":\"The session lists five approaches: summarise what has happened so far, think aloud, agree or disagree, use multiple-choice questions with Pose, Pause, Pounce, Bounce, and repeat the instructions.\"},{\"question\":\"How does AQA describe the purpose of checking for understanding?\",\"answer\":\"Checking for understanding is positioned as formative evidence that helps teachers identify strengths and weaknesses, adapt teaching, and support individual progress.\"},{\"question\":\"Where does the information teachers use to adapt their teaching come from?\",\"answer\":\"The presentation states that teachers gather information from observation, discussion, and written work, then use feedback to adapt teaching to pupils’ needs.\"}]","GCSE Maths - #MathsConfOnline Five strategies to help you track student understanding | PPTX",1792462550,76]