Challenge and checking for understanding in the classroom

This article explores how early career teachers (ECTs) can be supported to implement strategies that promote high challenge, inclusive classroom dialogue, and check their students’ understanding.

I present five core strategies – low-stakes quizzing, cold-calling, scaffolding up, responsive teaching, and metacognitive instruction – each rooted in educational research.

I also offer practical examples to demonstrate how these approaches can be successfully adapted in ECT practice, even in complex, high-need classroom contexts.

Introduction

ECTs enter the profession with enthusiasm, a strong grasp of subject knowledge, and a commitment to making a difference (Noble-Rogers, 2020). However, translating pedagogical theory into daily classroom practice – particularly in relation to appropriate challenge and formative assessment – can be complex.