Acquiring and Responding to Evidence of Understanding | Part 4: Observing and Adapting

observing and adapting

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 4: Observing and Adapting [/vc_column_text][vc_empty_space][vc_column_text] In high-performing urban schools, teachers check for understanding because they want to know how each student is proceeding toward mastery of the lesson’s specific objective. They ask questions to determine which concepts are understood by which students and which concepts […]

Acquiring and Responding to Evidence of Understanding | Part 3: Well-Distributed Checking for Understanding

Kearny School of International Business. A 2009 America's Best Urban Schools Award winner.

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 3: Well-Distributed Checking for Understanding [/vc_column_text][vc_empty_space][vc_column_text] Nuthall (2005) discussed how some educators tend to cling to the belief that telling and teaching are the same thing; that what works in face-to-face conversation will work with a class of twenty to thirty students; and that attending only to […]

Acquiring and Responding to Evidence of Understanding | Part 2: Frequency of Checking for Understanding

Frequency of Checking for Understanding

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 2: Frequency of Checking for Understanding [/vc_column_text][vc_empty_space][vc_column_text] In most classrooms in high-performing urban schools, student voices are heard more frequently than teacher voices. Teachers spend less time presenting. They spend more time trying to determine what students understand. Teachers present new information but then check almost immediately […]

Acquiring and Responding to Evidence of Understanding

Acquiring and Responding to Evidence of Understanding

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 1 [/vc_column_text][vc_empty_space][vc_column_text] In a fourth-grade classroom at one high-performing school NCUST has studied, students worked busily in small groups pursuing their reading assignment. Each group had the task of reading a novel and creating a book review. Every student had a specific role that was […]