Instruction Checking Questions
Instruction Checking Questions (ICQs) are short, closed questions a teacher asks after giving instructions to verify that learners understand what they need to do — not what the language means. They target procedure: who works with whom, how long they have, what the expected output is. If Concept Checking Questions check comprehension of meaning, ICQs check comprehension of task setup.
Why They Matter
Unclear instructions are the single most common cause of wasted class time. When students don't understand what to do, they either sit frozen, do the wrong task, or constantly interrupt the teacher for clarification. ICQs catch misunderstandings before the activity starts — a 15-second investment that can save 5 minutes of confusion and re-explanation.
How They Work
ICQs should be:
- Closed — answerable with yes/no or a single word (never "Do you understand?")
- Specific — each question targets one element of the instructions
- Quick — two to four questions maximum; more than that suggests the instructions themselves need simplifying
Common ICQ targets
| Target | Example |
|---|---|
| Grouping | "Are you working alone or with a partner?" |
| Time | "How many minutes do you have?" |
| Output | "Are you writing or just speaking?" |
| Scope | "How many questions do you answer — all of them or just three?" |
| Sequence | "What do you do first?" |
In Practice
The sequence is always: give instructions → demonstrate → ICQ → begin. Never ICQ before demonstrating — a demo often answers most procedural questions on its own. If ICQs reveal confusion, don't repeat the same wording; rephrase, re-demonstrate, or simplify the task.
ICQs work best when the teacher has already planned them. During lesson preparation, look at each activity and ask: what could go wrong procedurally? That's your ICQ.
Common Mistakes
- Asking "Do you understand?" or "OK?" — these always get a "yes" regardless
- Using ICQs to check language meaning (that's a CCQ)
- Asking too many ICQs, turning a quick check into an interrogation
- Skipping ICQs for complex activities but using them for simple ones — invert this habit
Related Concepts
ICQs sit within the broader skill of Giving Instructions, which also covers grading language, sequencing, and demonstrating. Once the activity begins, Monitoring confirms whether students actually understood — ICQs check stated understanding; monitoring checks actual understanding. In lower-level classes, ICQs need even more careful grading and may benefit from visual support or translation.