Taken from Understanding by Design
by Wiggins and McTighe
Techniques to Check for Understanding

Question Asking


How is ________________ similar to/different from ___________________?

What are the characteristics/parts/functions of _________________________?

How can we "picture" this?

What's the BIG IDEA?

How does _____________________________ relate to ___________________?

What conclusions could be drawn from __________________________?

What questions could we ask about ___________________________?

What assumptions do you have about ______________________________________?

What might happen if __________________________________________?

What criteria/ components/ standards could we apply to ____________________________?

What evidence supports ______________________ and how does it support ______________?

How might __________________________ be viewed from the ________________ perspective?

What variables / alternatives could we consider for __________________?

What approach/ strategy could you use to __________________?







Index Card Summaries and Questions


Write two new or useful ideas you learned today.

Based on our study of ______________, list the BIG IDEA that you understand and work it as a summary statement.

Write something about a MUDDY IDEA---something that is not quite clear, question or statement.








Hand Signals



Ask students to display a designated hand signal to indicate their understanding of a specific concept, principle, or process:

Thumbs UP.....I understand and can explain it!
Thumbs DOWN.......I do not understand it yet!
Wave of the Hand.........I'm not completely sure yet!








Misconception Check.....The Flawed Model


Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.

After students present their models for ________________ ask them what would happen to the whole model if ___________ were missing or not functioning properly. Probe with follow-up questions to encourage their thinking:

.....Why?
.....How do you know?
.....Explain.
.....What data support your ideas?
.....Could you give an example?
.....What do you mean by ___________?
.....What do you "listening students" think about __________?