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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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3a
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Teacher creates
classroom climate that intentionally involves all students in classroom
activities
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Classroom climate
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FA Culture
|
Click
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69
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Teacher recognizes
that student outcomes are emergent (LearningToBe)
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Classroom climate
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FA Culture
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Click
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110a
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Teacher encourages
students to make sense of problems in their own words and through their own
representations (LearningToBe).
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Classroom climate
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FA Culture
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Click
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113
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Teacher engages
student interest and attention (ds)
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Classroom climate
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FA Culture
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Click
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137
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Teacher leads
students to develop a sense of purposefulness that taps into their desire to
make, use, apply, make sense, and make connections (HHL)
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Classroom climate
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FA Culture
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Click
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144
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Teacher adjusts
instructional approach to meet students' individual needs based on evidence
(ds)
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Classroom climate
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FA Culture
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Click
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147a
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Teacher encourages
students to persevere in solving problems by modeling this perseverance
(LearningToBe)
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Classroom climate
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FA Culture
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Click
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178
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Teacher provides
opportunities for students to reflect orally or in writing on a lesson and
express their thinking during class
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Classroom climate
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FA Culture
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Click
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181
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Teacher provides
opportunities for students to be engaged in environments that encourage
sustained idea development (LearningToBe)
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Classroom climate
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FA Culture
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Click
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184
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Teacher provides
students the opportunity to draw on and engage many parts of the self--the
intellectual, the practical, the affective, the physical, and the moral (HHL)
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Classroom climate
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FA Culture
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Click
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185
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Teacher provides
students the opportunity to gain confidence around their own learning process
(ds)
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Classroom climate
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FA Culture
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Click
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192
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Teacher provides
the opportunity for students to gain greater enjoyment from learning (ds)
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Classroom climate
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FA Culture
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Click
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199
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Teacher provides
the opportunity for students to work on complex learning problems that
requires multi-level thinking: foresight, planning, sequencing, research,
invention, collaboration, perspective taking, patience and endurance (HHL)
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Classroom climate
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FA Culture
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Click
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216
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Teacher treats
students as capable and responsible, but, at the same time, they are not put
into positions for which they are not prepared (HHL)
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Classroom climate
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FA Culture
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Click
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75
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Teacher provides
opportunities for students to use the idea of quality work to evaluate the work
of others. (ds)
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Criteria for
success
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FA Culture
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Click
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80a
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Teacher uses
knowledge of common misconceptions and student difficulties in math to aide
in his/her analysis of student responses (J&L, 2012)
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Learning
progressions
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FA Culture
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Click
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5a
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Teacher structures
classroom so that students have regular opportunities to express themselves
with clearly defined roles and responsibilities one-to-one or to a small
group .
|
positive
relationships and peer collaboration
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FA Culture
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Click
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23
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Teacher structures
class so that peers regularly plan together how to refine strategies for
reaching goals (How will I get there?)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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24
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Teacher structures
class so that peers provides reflective feedback on the quality of one
another's work in relation to established criteria, exemplars (Where Am I?)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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73
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Teacher supports
student efforts to provides constructive oral peer evaluation by providing
feedback and advice for improvement (ds)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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101
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Teacher develops a
culture of collaboration over competition (ds)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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155
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Teacher models and
provides the opportunity for students to critique the reasoning of others
(LearningToBe)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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174
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Teacher provides
opportunities for peers to collaborate on goal revising (Where am I going?)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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195a
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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 experience peers as well as
skilled adult mentors in real roles recognized by that community (HHL)
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Positive
relationships and peer collaboration
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FA Culture
|
Click
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197
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Teacher provides
the opportunity for students to routinely engage one another in constructive
evaluation (ds)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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259
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Students work
together in self-selected investigations and other aspects of learning to be
with others. (PH)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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260
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Students express
care and respect for self and others and the effort and voiced thoughts of
others. (PH)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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261
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Students express
the benefits and the opportunities for improvement in the collaboration of
investigations. (PH)
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Positive
relationships and peer collaboration
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FA Culture
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Click
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68b
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Teacher helps
students fill in their background knowledge by teaching precursor skills
and/or content
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Prior Knowledge
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FA Culture
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Click
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80b
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Teacher uses
knowledge of common misconceptions and student difficulties in math to aide
in his/her analysis of student responses (J&L, 2012)
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Prior Knowledge
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FA Culture
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Click
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119
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Teacher facilitates
activation of (or tap) students' prior knowledge (measured progress)
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Prior Knowledge
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FA Culture
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Click
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120a
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Teacher facilitates
student thinking about what they know about a desired goal (measure progress)
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Prior Knowledge
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FA Culture
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Click
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252
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Teacher embraces
students' prior knowledge; and does not remediate but builds on it (PH)
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Prior Knowledge
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FA Culture
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Click
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253
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Teacher encourages
the development of new knowledge and skills from the students' prior
knowledge (the known to the unknown) (PH)
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Prior Knowledge
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FA Culture
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Click
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31
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Teacher models for
students how to be more independent and responsible in managing their own
learning
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Self-direction
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FA Culture
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Click
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71a
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Teacher activates
students as owners of their own learning (KLT)
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Self-direction
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FA Culture
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Click
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74
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Teacher allows
students to formulate (or set) learning goals
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Self-direction
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FA Culture
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Click
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106
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Students evaluates
content being taught and asks questions to advance their understanding
(M&W, 2008)
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Self-direction
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FA Culture
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Click
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111a
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Teacher encourages
students to develop motivation by learning more about a topic, experiencing
competence in it, and connecting with others who share this interest (HHL)
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Self-direction
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FA Culture
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Click
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112a
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Teacher encourages
students to explicitly identify the desired goal of their efforts (measured
progress)
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Self-direction
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FA Culture
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Click
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150
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Teacher helps
students develop ability to assess themselves, i.e. develop metacognition, by
modeling self-assessment practices and strategies (ds)
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Self-direction
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FA Culture
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Click
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154
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Teacher models and
provides the opportunity for students to ask for help with precision and
clarity (ds)
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Self-direction
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FA Culture
|
Click
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182
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Teacher provides
students the opportunity to both learn from and share their skills with the
community (HHL)
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Self-direction
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FA Culture
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Click
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187a
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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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Self-direction
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FA Culture
|
Click
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193
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Teacher provides
the opportunity for students to learn to be agents within relevant domains of
knowledge and in the world more generally as they have opportunity to
experience mastery, as they learn to struggle with real world challenges,
constraints and complexity (HHL)
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Self-direction
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FA Culture
|
Click
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200a
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Teacher provides
time for students to reason, question, and struggle. Teacher provides
scaffolding but doesn't do the thinking for students.
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Self-direction
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FA Culture
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Click
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211a
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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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Self-direction
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FA Culture
|
Click
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129
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Teacher has
knowledge of their students as people
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Student interests
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FA Culture
|
Click
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257
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Students identify
compelling interests and questions about their world (mind and material).
(PH)
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Student interests
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FA Culture
|
Click
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258
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Students explain
the reasons for their interests and wonderings--and the hoped for anticipated
understandings. (PH)
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Student interests
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FA Culture
|
Click
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39
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Teacher structures
class so that students regularly plan learning strategies in response to
feedback.
|
Student involvement
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FA Culture
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Click
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58
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Teacher holds all
students accountable for being involved/thinking/responding/ attempting work
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Student involvement
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FA Culture
|
Click
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59a
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Teacher involves
more/all students in thinking about problems raised by individual students
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Student involvement
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FA Culture
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Click
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71b
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Teacher activates
students as owners of their own learning (KLT)
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Student involvement
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FA Culture
|
Click
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111b
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Teacher encourages
students to develop motivation by learning more about a topic, experiencing
competence in it, and connecting with others who share this interest (HHL)
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Student involvement
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FA Culture
|
Click
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125a
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Teacher give
students the opportunity to make mathematical representations of problems (in
pictures on paper, in mental images, verbally, modified formulations,
physically, etc.) (LearningToBe)
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Student involvement
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FA Culture
|
Click
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190
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Teacher provides
students with the opportunity for practice with new tasks and problems (HHL)
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Student involvement
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FA Culture
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Click
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97
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Teacher cultivates
an environment where students consider alternatives and make comparisons
(LearningToBe)
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Teacher actions
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FA Culture
|
Click
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109
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Teacher encourages
and models for students how to develop disciplinary habits of mind (ds).
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Teacher actions
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FA Culture
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Click
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110b
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Teacher encourages
students to make sense of problems in their own words and through their own
representations (LearningToBe).
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Teacher actions
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FA Culture
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Click
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111c
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Teacher encourages
students to develop motivation by learning more about a topic, experiencing
competence in it, and connecting with others who share this interest (HHL)
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Teacher actions
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FA Culture
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Click
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121
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Teacher facilitates
students using appropriate tools strategically (LearningToBe)
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Teacher actions
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FA Culture
|
Click
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125b
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Teacher gives
students the opportunity to make mathematical representations of problems (in
pictures on paper, in mental images, verbally, modified formulations,
physically, etc.) (LearningToBe)
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Teacher actions
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FA Culture
|
Click
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143
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Teacher makes their
own thought processes visible in relation to learning problems (HHL, p. 16)
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Teacher actions
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FA Culture
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Click
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148a
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Teacher encourages
students to use a large collection of problem solving techniques or
strategies (heuristics) by modeling these techniques and strategies
(LearningToBe)
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Teacher actions
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FA Culture
|
Click
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149
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Teacher models and
gives students the time and opportunity to reason abstractly and
quantitatively (LearningToBe)
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Teacher actions
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FA Culture
|
Click
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158
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Teacher models how
to construct an argument and provides opportunities for students to practice
this skill. (LearningToBe)
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Teacher actions
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FA Culture
|
Click
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217
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Teacher tries out
new strategies (takes risks) in the context of her/his own classroom (ds) in
appropriate circumstances
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Teacher actions
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FA Culture
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Click
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231
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Teacher utilizes
effective wait time (ds)
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Teacher actions
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FA Culture
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Click
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118
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Teachers exchange
student work examples in order to develop shared interpretations of the
criteria for success (ds)
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Teacher
collaboration
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FA Culture
|
Click
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202a
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Teacher
qualitatively and quantitatively analyzes test results leading to an
understanding of the meaning of standards that is shared with students and
colleagues (ds)
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Teacher
collaboration
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FA Culture
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Click
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206
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Teacher receives
feedback on ways to improve new strategies (ds)
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Teacher
collaboration
|
FA Culture
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Click
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209
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Teacher reflects on
and exchanges experiences in a group discussion (ds)
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Teacher
collaboration
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FA Culture
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Click
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212
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Teachers study one
another's formative assessment practices (ds) in order to improve teaching
(e.g. new strategies)and uses of formative results
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Teacher
collaboration
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FA Culture
|
Click
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234
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Teacher works in
regular collegial teams (e.g. Professional Learning Communities) to design
common lesson plans and assessments, to develop pacing guides, and to analyze
student work.
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Teacher
collaboration
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FA Culture
|
Click
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238
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Teacher
collaborates to gain deeper insight about student thinking and curricular
resources (ds)
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Teacher
collaboration
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FA Culture
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Click
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36
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Teacher structures
learning activities so that students have opportunity for continued use of
new knowledge and skills leading to mastery
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Teacher planning
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FA Culture
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Click
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99
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Teacher determines
what areas of curriculum need further review (ds)
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Teacher planning
|
FA Culture
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Click
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102
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Teacher develops
steps to take a student from where they are to where they need to be (ds)
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Teacher planning
|
FA Culture
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Click
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164
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Teacher plans
activities with their formative potential in mind (ds)
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Teacher planning
|
FA Culture
|
Click
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225
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Teacher uses
formative assessment to inform planning of their next lesson (determine next
steps for successful learning) (ds)
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Teacher planning
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FA Culture
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Click
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10
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Teacher and
students regularly build on student responses in feedback loops
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Teacher-student
interactions
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FA Culture
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Click
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18
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Teacher regularly
asks students for multiple solutions/ viewpoints to a given question or
problem.
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Teacher-student
interactions
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FA Culture
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Click
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46
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Teacher and
students clarify student comments
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Teacher-student
interactions
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FA Culture
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Click
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47
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Teacher and
students question for further elaboration
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Teacher-student
interactions
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FA Culture
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Click
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51
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Teacher tests
his/her "formative hypotheses' of student understanding by eliciting
student explanations and administering more tasks (B, 2012)
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Teacher-student
interactions
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FA Culture
|
Click
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59b
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Teacher involves
more/all students in thinking about problems raised by individual students
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Teacher-student
interactions
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FA Culture
|
Click
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85
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Teacher and
students discuss student work in relation to criteria or exemplars
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Teacher-student
interactions
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FA Culture
|
Click
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91
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Teacher explores
critical issues to the development of student understanding by asking
questions (Black et al. 2003; questions worth asking-wvde.state.wvus)
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Teacher-student
interactions
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FA Culture
|
Click |
105
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Teacher questions
and draws students into discussion about what they do and do not understand
(e.g. evidence of learning-KLT)(ds)
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Teacher-student
interactions
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FA Culture
|
Click
|
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114
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Teacher engages
with unexpected student ideas/conjectures and explores these ideas with the
class (J&L, 2012)
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Teacher-student
interactions
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FA Culture
|
Click
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215
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Teacher targets
extended questioning at student understanding of a math concept, strategy,
process, or habit of mind (ds)
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Teacher-student
interactions
|
FA Culture
|
Click
|
218
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Teacher understands
and uses principles of effective group discussion (ds)
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Teacher-student
interactions
|
FA Culture
|
Click
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