Acquiring and Responding to Evidence of Understanding | Part 2: 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 […]
