Active in-the-moment instructional decisions based on student responses are characteristic of which practice?

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The main idea is using students’ live responses to shape what happens next during a lesson. When a teacher checks for understanding in real time—watching answers, listening to questions, and seeing how students work through tasks—they can adjust the instruction on the fly. That might mean slowing down to re-explain a concept, offering a different example or representation, providing additional guided practice, or changing the next activity to better match what students need to grasp the idea. This ongoing, in-the-moment adaptation is what characterizes monitoring and adjusting instruction.

Providing feedback, while important, focuses on giving information about a specific student response to guide future work rather than changing the lesson flow itself. Professional reflection happens after teaching to think about what went well and what didn’t, not during the lesson. Collaboration with colleagues involves planning with others, which can inform instruction, but the real-time, in-the-moment adjustments come from monitoring student understanding during the lesson itself.