A complete list of UFAC – FA Culture

 

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Component

Theme

Meta-theme

Literature Review

3a

Teacher creates classroom climate that intentionally involves all students in classroom activities

Classroom climate

FA Culture

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69

Teacher recognizes that student outcomes are emergent (LearningToBe)

Classroom climate

FA Culture

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110a

Teacher encourages students to make sense of problems in their own words and through their own representations (LearningToBe).

Classroom climate

FA Culture

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113

Teacher engages student interest and attention (ds)

Classroom climate

FA Culture

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137

Teacher leads students to develop a sense of purposefulness that taps into their desire to make, use, apply, make sense, and make connections (HHL)

Classroom climate

FA Culture

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144

Teacher adjusts instructional approach to meet students' individual needs based on evidence (ds)

Classroom climate

FA Culture

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147a

Teacher encourages students to persevere in solving problems by modeling this perseverance (LearningToBe)

Classroom climate

FA Culture

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178

Teacher provides opportunities for students to reflect orally or in writing on a lesson and express their thinking during class

Classroom climate

FA Culture

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181

Teacher provides opportunities for students to be engaged in environments that encourage sustained idea development (LearningToBe)

Classroom climate

FA Culture

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184

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)

Classroom climate

FA Culture

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185

Teacher provides students the opportunity to gain confidence around their own learning process (ds)

Classroom climate

FA Culture

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192

Teacher provides the opportunity for students to gain greater enjoyment from learning (ds)

Classroom climate

FA Culture

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199

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)

Classroom climate

FA Culture

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216

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)

Classroom climate

FA Culture

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75

Teacher provides opportunities for students to use the idea of quality work to evaluate the work of others. (ds)

Criteria for success

FA Culture

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80a

Teacher uses knowledge of common misconceptions and student difficulties in math to aide in his/her analysis of student responses (J&L, 2012)

Learning progressions

FA Culture

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5a

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

FA Culture

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23

Teacher structures class so that peers regularly plan together how to refine strategies for reaching goals (How will I get there?)

Positive relationships and peer collaboration

FA Culture

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24

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?)

Positive relationships and peer collaboration

FA Culture

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73

Teacher supports student efforts to provides constructive oral peer evaluation by providing feedback and advice for improvement (ds)

Positive relationships and peer collaboration

FA Culture

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101

Teacher develops a culture of collaboration over competition (ds)

Positive relationships and peer collaboration

FA Culture

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155

Teacher models and provides the opportunity for students to critique the reasoning of others (LearningToBe)

Positive relationships and peer collaboration

FA Culture

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174

Teacher provides opportunities for peers to collaborate on goal revising (Where am I going?)

Positive relationships and peer collaboration

FA Culture

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195a

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)

Positive relationships and peer collaboration

FA Culture

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197

Teacher provides the opportunity for students to routinely engage one another in constructive evaluation (ds)

Positive relationships and peer collaboration

FA Culture

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259

Students work together in self-selected investigations and other aspects of learning to be with others. (PH)

Positive relationships and peer collaboration

FA Culture

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260

Students express care and respect for self and others and the effort and voiced thoughts of others. (PH)

Positive relationships and peer collaboration

FA Culture

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261

Students express the benefits and the opportunities for improvement in the collaboration of investigations. (PH)

Positive relationships and peer collaboration

FA Culture

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68b

Teacher helps students fill in their background knowledge by teaching precursor skills and/or content

Prior Knowledge

FA Culture

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80b

Teacher uses knowledge of common misconceptions and student difficulties in math to aide in his/her analysis of student responses (J&L, 2012)

Prior Knowledge

FA Culture

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119

Teacher facilitates activation of (or tap) students' prior knowledge (measured progress)

Prior Knowledge

FA Culture

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120a

Teacher facilitates student thinking about what they know about a desired goal (measure progress)

Prior Knowledge

FA Culture

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252

Teacher embraces students' prior knowledge; and does not remediate but builds on it (PH)

Prior Knowledge

FA Culture

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253

Teacher encourages the development of new knowledge and skills from the students' prior knowledge (the known to the unknown) (PH)

Prior Knowledge

FA Culture

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31

Teacher models for students how to be more independent and responsible in managing their own learning

Self-direction

FA Culture

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71a

Teacher activates students as owners of their own learning (KLT)

Self-direction

FA Culture

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74

Teacher allows students to formulate (or set) learning goals

Self-direction

FA Culture

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106

Students evaluates content being taught and asks questions to advance their understanding (M&W, 2008)

Self-direction

FA Culture

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111a

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)

Self-direction

FA Culture

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112a

Teacher encourages students to explicitly identify the desired goal of their efforts (measured progress)

Self-direction

FA Culture

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150

Teacher helps students develop ability to assess themselves, i.e. develop metacognition, by modeling self-assessment practices and strategies (ds)

Self-direction

FA Culture

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154

Teacher models and provides the opportunity for students to ask for help with precision and clarity (ds)

Self-direction

FA Culture

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182

Teacher provides students the opportunity to both learn from and share their skills with the community (HHL)

Self-direction

FA Culture

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187a

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)

Self-direction

FA Culture

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193

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)

Self-direction

FA Culture

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200a

Teacher provides time for students to reason, question, and struggle. Teacher provides scaffolding but doesn't do the thinking for students.

Self-direction

FA Culture

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211a

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)

Self-direction

FA Culture

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129

Teacher has knowledge of their students as people

Student interests

FA Culture

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257

Students identify compelling interests and questions about their world (mind and material). (PH)

Student interests

FA Culture

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258

Students explain the reasons for their interests and wonderings--and the hoped for anticipated understandings. (PH)

Student interests

FA Culture

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39

Teacher structures class so that students regularly plan learning strategies in response to feedback.

Student involvement

FA Culture

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58

Teacher holds all students accountable for being involved/thinking/responding/ attempting work

Student involvement

FA Culture

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59a

Teacher involves more/all students in thinking about problems raised by individual students

Student involvement

FA Culture

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71b

Teacher activates students as owners of their own learning (KLT)

Student involvement

FA Culture

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111b

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)

Student involvement

FA Culture

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125a

Teacher give students the opportunity to make mathematical representations of problems (in pictures on paper, in mental images, verbally, modified formulations, physically, etc.) (LearningToBe)

Student involvement

FA Culture

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190

Teacher provides students with the opportunity for practice with new tasks and problems (HHL)

Student involvement

FA Culture

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97

Teacher cultivates an environment where students consider alternatives and make comparisons (LearningToBe)

Teacher actions

FA Culture

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109

Teacher encourages and models for students how to develop disciplinary habits of mind (ds).

Teacher actions

FA Culture

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110b

Teacher encourages students to make sense of problems in their own words and through their own representations (LearningToBe).

Teacher actions

FA Culture

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111c

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)

Teacher actions

FA Culture

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121

Teacher facilitates students using appropriate tools strategically (LearningToBe)

Teacher actions

FA Culture

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125b

Teacher gives students the opportunity to make mathematical representations of problems (in pictures on paper, in mental images, verbally, modified formulations, physically, etc.) (LearningToBe)

Teacher actions

FA Culture

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143

Teacher makes their own thought processes visible in relation to learning problems (HHL, p. 16)

Teacher actions

FA Culture

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148a

Teacher encourages students to use a large collection of problem solving techniques or strategies (heuristics) by modeling these techniques and strategies (LearningToBe)

Teacher actions

FA Culture

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149

Teacher models and gives students the time and opportunity to reason abstractly and quantitatively (LearningToBe)

Teacher actions

FA Culture

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158

Teacher models how to construct an argument and provides opportunities for students to practice this skill. (LearningToBe)

Teacher actions

FA Culture

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217

Teacher tries out new strategies (takes risks) in the context of her/his own classroom (ds) in appropriate circumstances

Teacher actions

FA Culture

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231

Teacher utilizes effective wait time (ds)

Teacher actions

FA Culture

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118

Teachers exchange student work examples in order to develop shared interpretations of the criteria for success (ds)

Teacher collaboration

FA Culture

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202a

Teacher qualitatively and quantitatively analyzes test results leading to an understanding of the meaning of standards that is shared with students and colleagues (ds)

Teacher collaboration

FA Culture

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206

Teacher receives feedback on ways to improve new strategies (ds)

Teacher collaboration

FA Culture

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209

Teacher reflects on and exchanges experiences in a group discussion (ds)

Teacher collaboration

FA Culture

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212

Teachers study one another's formative assessment practices (ds) in order to improve teaching (e.g. new strategies)and uses of formative results

Teacher collaboration

FA Culture

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234

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.

Teacher collaboration

FA Culture

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238

Teacher collaborates to gain deeper insight about student thinking and curricular resources (ds)

Teacher collaboration

FA Culture

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36

Teacher structures learning activities so that students have opportunity for continued use of new knowledge and skills leading to mastery

Teacher planning

FA Culture

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99

Teacher determines what areas of curriculum need further review (ds)

Teacher planning

FA Culture

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102

Teacher develops steps to take a student from where they are to where they need to be (ds)

Teacher planning

FA Culture

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164

Teacher plans activities with their formative potential in mind (ds)

Teacher planning

FA Culture

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225

Teacher uses formative assessment to inform planning of their next lesson (determine next steps for successful learning) (ds)

Teacher planning

FA Culture

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10

Teacher and students regularly build on student responses in feedback loops

Teacher-student interactions

FA Culture

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18

Teacher regularly asks students for multiple solutions/ viewpoints to a given question or problem.

Teacher-student interactions

FA Culture

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46

Teacher and students clarify student comments

Teacher-student interactions

FA Culture

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47

Teacher and students question for further elaboration

Teacher-student interactions

FA Culture

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51

Teacher tests his/her "formative hypotheses' of student understanding by eliciting student explanations and administering more tasks (B, 2012)

Teacher-student interactions

FA Culture

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59b

Teacher involves more/all students in thinking about problems raised by individual students

Teacher-student interactions

FA Culture

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85

Teacher and students discuss student work in relation to criteria or exemplars

Teacher-student interactions

FA Culture

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91

Teacher explores critical issues to the development of student understanding by asking questions (Black et al. 2003; questions worth asking-wvde.state.wvus)

Teacher-student interactions

FA Culture

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105

Teacher questions and draws students into discussion about what they do and do not understand (e.g. evidence of learning-KLT)(ds)

Teacher-student interactions

FA Culture

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114

Teacher engages with unexpected student ideas/conjectures and explores these ideas with the class (J&L, 2012)

Teacher-student interactions

FA Culture

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215

Teacher targets extended questioning at student understanding of a math concept, strategy, process, or habit of mind (ds)

Teacher-student interactions

FA Culture

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218

Teacher understands and uses principles of effective group discussion (ds)

Teacher-student interactions

FA Culture

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