Calling it check-your-understanding questions specified who it was for—the student (you)—and what it was for—to check understanding. This had an immediate effect on students. We saw more students doing check-your-understanding questions on their own than had we seen with “homework”—and they were doing it for the right reason. Even when students were seeking help, they were now seeking to understand rather than seeking to be done. And, students were, for the most part, no longer talking about marks, practice, mimicking, or doing it for the teacher or their parents.
