When thinking about knowing students' assets and students as learners, knowing students means more than merely acquiring social or administrative information, (e. g., students' names and ages, something about their friendship circles, family background, or statistics from their previous academic record). To maximize learning, teachers must dig deeper and gather and analyze data for the purpose of learning about their students. Teachers should not put together a general picture of students based on tidbits from essays or student journals, student artwork, overheard conversation in the hall, comments from last year's teacher and so on. In the past, coming to know students was considered optional and often arbitrary. Today, research and experience in increasingly diverse classrooms show the complex interplay of factors that influence a student's learning. Educators now understand that coming to know students as learners is simply too important to leave to chance—and that not gathering and analyzing data to learn about students as learners is not reaching a learner at all. With this information in mind and information from the instructional resources in this week's module, which of the following would be the best way to get to know your students as learners?

Analyze student classwork every day to monitor growth and modify instruction to fit students' needs.

Analyze student classwork at the end of each week to determine growth and plan for the next week.

Analyze student classwork a couple times each month to see where students are academically and revise lessons.

None of the above