The document discusses the importance of differentiation and formative assessment in teaching. It emphasizes that if students are not learning through the teacher's methods, the teacher must adapt their teaching style to how students learn best. Formative assessments should be used frequently to identify struggling students and drive intervention strategies before summative assessments. The document suggests that teachers typically respond to students who don't learn by providing additional time and support, and to students who already know the material by giving another opportunity to demonstrate learning.