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#
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Component
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Theme
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Meta-theme
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Literature Review
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68a
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Teacher helps students fill in their background knowledge by teaching precursor skills and/or content
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Content
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FA Tools / FA Processes
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Click
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86
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Teacher is clear about the intended curriculum that supports each standard (ds)
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Content
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FA Tools / FA Processes
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Click
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127
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Teacher has deep knowledge of content (Teacher have deep understanding of content/domain) (ds)
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Content
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FA Tools / FA Processes
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Click
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163
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Teacher participates in a program of sustained professional development and support that concentrates on domain knowledge (ds)
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Content
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FA Tools / FA Processes
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Click
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169
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Teacher provides challenging math content for all math activities (e.g. homework, seatwork, discussions, group work, etc.)
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Content
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FA Tools / FA Processes
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Click
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219
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Teacher understands how various pieces of the curriculum fit together (ds)
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Content
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FA Tools / FA Processes
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Click
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237
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Teacher collaborates to gain deeper insight about curricular resources
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Content
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FA Tools / FA Processes
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Click
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39
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Teacher structures class so that students regularly plan to learn strategies in response to feedback.
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Student actions
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FA Tools / FA Processes
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Click
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42
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Students work on problems that are non-routine, multi-dimensional, dynamic, and partly open-ended (HHL)
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Student actions
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FA Tools / FA Processes
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Click
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106
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Students evaluate content being taught and ask questions to advance their understanding (M&W, 2008)
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Student actions
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FA Tools / FA Processes
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Click
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147b
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Teacher encourages students to persevere in solving problems by modeling this perseverance (LearningToBe)
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Student actions
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FA Tools / FA Processes
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Click
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148b
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Teacher models and encourages students to uses a large collection of problem-solving techniques or strategies (heuristics) (LearningToBe)
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Student actions
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FA Tools / FA Processes
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Click
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187b
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Teacher provides students the opportunity to practice transforming things, connecting things in unexpected ways, inventing new images, creating new artifacts, and surprising themselves and others with what they can do (HHL)
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Student actions
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FA Tools / FA Processes
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Click
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194
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Teacher provides the opportunity for students to models mathematics (LearningToBe)
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Student actions
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FA Tools / FA Processes
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Click
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195b
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Teacher provides the opportunity for students to participate in a community of practice, where less experienced learners can work alongside more experienced peers as well as skilled adult mentors in real roles recognized by that community (HHL)
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Student actions
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FA Tools / FA Processes
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Click
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200b
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Teacher provides time for students to reason, question, and struggle. The teacher provides scaffolding but doesn't do the thinking for students.
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Student actions
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FA Tools / FA Processes
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Click
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211b
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Teacher requires students to draw on personal experience and use the tools of a discipline in creative and generative ways, to practice applying tools and make them their own (HHL)
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Student actions
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FA Tools / FA Processes
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Click
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246
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Students frame and express a researchable question. (PH)
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Student actions
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FA Tools / FA Processes
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Click
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247
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Students undertake an investigation of a self-selected researchable question. (PH)
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Student actions
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FA Tools / FA Processes
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Click
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248
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Students gather data about a self-selected researchable question. (PH)
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Student actions
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FA Tools / FA Processes
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Click
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249
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Students effectively analyze and draw conclusions from the evidence collected from their self-selected researchable question. (PH)
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Student actions
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FA Tools / FA Processes
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Click
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250
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Students clearly discuss the implications of the conclusions for answering their self-selected researchable question and pose new questions (PH)
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Student actions
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FA Tools / FA Processes
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Click
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