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It allows the student to think about a concept in a way that makes sense to them

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It allows the student to think about a concept in a way that makes sense to them

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they might feel called out for not knowing the concept the first time around

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makes students feel like the instructor cares to make sure they've understood

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student vulnerability!! hard to get that way and hard to pull a student out of

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when a student is already coming to you for help, they may be frustrated or impatient and not be emotionally/mentally there to do the question gymnastics

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It can be intimidating to respond to an open-ended question and can also be difficult for the ALA to guide without overstepping.

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provides opportunity to be vulnerable and share what they do and do not know

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A student may not know how to ask and/or word a question

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Students might not be confident so what they say they understand might not be an accurate reflection of what they actually understand

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people may feel afraid to speak up about what they don't understand in groups

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Sometimes students dont know what they dont know and can get frustrated with probing

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have them think about what they are really learning and what points they are grasping

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May provide insight on a specific misunderstanding (ie. While the student is providing an analogy, they realize there is an aspect of the concept they would like to clarify).

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The student feels more comfortable with the material

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The student feels more comfortable with the material

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Keeps learning student centered and make sure that no one gets left behind

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Provide students with a better understanding of the material

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Ask for a metaphor or analogy.

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Ask for real-life examples or applications of the concept.

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Intentionally make mistakes to see if the student will catch the errors.

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Ask a question to “quiz” the student on the concept.

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Ask the student to summarize the concept covered in the session.

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Maintain eye contact and observe the student’s body language.

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The most common method of checking for

understanding is to ask closed-ended questions (“Do you understand?” or

“Do you have any questions?” ).   This will provide some  information in the form of simple responses,  but students can be uncomfortable admitting they do not understand something.  Instead, questions should be open-ended.

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ALAs should not assume that students gain understanding from their interactions.

Instead, ALAs should check for understanding to confirm that the students have learned the content