ABSTRACT
In high-performing urban schools, teachers seek abundant evidence that students understand the concepts and skills being taught. To promote mastery of a specific concept, teachers frequently check to determine if their students have acquired meaning from the information shared in the prior few minutes. Teachers rarely assume that students understand. Instead, they look for evidence of understanding in oral responses, written responses, or other performances or demonstrations. This checking for understanding occurs with much greater frequency than it does in more typical schools. In typical schools, teachers might ask a few questions at the end of the chapter or lesson. In contrast, teachers in high-performing urban schools ask questions continuously. Also, in typical schools, checking for understanding is often limited to a few students (the ones who raise their hands to respond), whereas in high-performing urban schools, teachers check all or almost all students to ensure that everyone makes progress in mastering the lesson content. Furthermore, in high-performing urban schools, checking for understanding is purposeful and strategic. Teachers do not ask questions simply because the teacher’s guide makes the suggestion or because the principal is watching. Instead, teachers check because they want accurate information about students’ levels of understanding so they can respond by adjusting instruction accordingly.
