#
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Component
|
Theme
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Meta-theme
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Literature Review
|
45
|
Teacher adjusts instruction by demonstrating alternative representations of concepts
|
Adjustment
|
FA Processes
|
Click
|
65
|
Teacher reteaches
|
Adjustment
|
FA Processes
|
Click
|
5b
|
Process of teachers (and/or learner) considering/ reflecting upon information that has been gathered
|
Analyze Evidence
|
FA Processes
|
Click
|
3b
|
Teacher clarifies a way for student (and teacher) to evaluate where they are/ whether they have reached the learning goal
|
Criteria for Success
|
FA Processes
|
Click
|
25
|
Teacher provides information about the process in relation to the criterion used to complete a problem/activity.
|
Criteria for success
|
FA Processes
|
Click
|
41.5
|
Teacher shares criteria for success with students by co-developing rubrics or exemplars
|
Criteria for success
|
FA Processes
|
Click
|
95
|
Teacher clarifies and shares learning intentions and criteria for success with students (KLT)
|
Criteria for success
|
FA Processes
|
Click
|
160
|
Teacher models quality work for students to understand how to produce it. (ds)
|
Criteria for success
|
FA Processes
|
Click
|
12
|
Teacher provides descriptive, meaningful, and actionable feedback that is specific and shows students concretely how they can improve during all math activities (e.g. homework, seatwork, discussions, group work, etc.).
|
Feedback
|
FA Processes
|
Click
|
13
|
Teacher provides students with feedback that supports next steps needed to deepen learning (scaffolding)
|
Feedback
|
FA Processes
|
Click
|
22
|
Teacher structures class (describes clearly, models) for students to provides constructive feedback on one another's work (accuracy and completeness) and advice for improvement
|
Feedback
|
FA Processes
|
Click
|
27
|
Teacher provides regular opportunities for students to give and receive feedback from one another
|
Feedback
|
FA Processes
|
Click
|
29
|
Teacher models how to draw connections between different concepts and areas of knowledge to help students decide on next steps.
|
Feedback
|
FA Processes
|
Click
|
48
|
Teacher determines next instructional steps by asking questions at hinge points (L,L,T,W, 2005)
|
Feedback
|
FA Processes
|
Click
|
78
|
Teacher analyzes evidence in order to determine what descriptive feedback is necessary (measured progress)
|
Feedback
|
FA Processes
|
Click
|
159
|
Teacher models how to listen, think, relate to other people, respond, formulate questions, handle conflict, provide feedback, and reconcile differences in perspectives (HHL, p. 15)
|
Feedback
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FA Processes
|
Click
|
89
|
Teacher revises conclusions about next steps by analyzing new evidence of student learning.
|
Formal evidence
|
FA Processes
|
Click
|
15
|
Teacher clearly presents student accessible learning-related goals / objectives both visually and orally, referring to them at key points in the lesson.
|
Learning goals
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FA Processes
|
Click
|
32
|
Students engage in goal-Setting / goal revising in relation to standards (Where am I going?)
|
Learning goals
|
FA Processes
|
Click
|
98
|
Teacher describes concrete, functional, and explicit markers of progress and growth (HHL, p. 12)
|
Learning goals
|
FA Processes
|
Click
|
112b
|
Teacher encourages students to explicitly identify the desired goal of their efforts (measured progress)
|
Learning goals
|
FA Processes
|
Click
|
201
|
Teacher puts learning tasks in context, explains their purpose, where they fit in the larger field at hand, and connects particular learning experiences into a broader conceptual structure (HHL, p. 16)
|
Learning goals
|
FA Processes
|
Click
|
222
|
Teacher understands which elements of the curriculum are most important (ds) to advance student learning
|
Learning goals
|
FA Processes
|
Click
|
236
|
Teacher aligns learning activities with lesson objectives or learning goals
|
Learning goals
|
FA Processes
|
Click
|
102
|
Teacher develops steps to take a student from where they are to where they need to be (ds)
|
Learning progressions
|
FA Processes
|
Click
|
37
|
Teacher provides students with regular opportunities to self- monitor their own understanding of concepts and signal their level of understanding to their teacher (i.e., meta-cognition).
|
Student evaluation
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FA Processes
|
Click
|
38
|
Teacher provides students with regular opportunities to self-monitor their own work for accuracy and completeness, identifying and correcting errors.
|
Student evaluation
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FA Processes
|
Click
|
40
|
Teacher structures class so that students can reflect on the quality of their work in relation to established criteria, exemplars
|
Student evaluation
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FA Processes
|
Click
|
33
|
Students evaluates content being taught and ask questions to advance their understanding (M&W, 2008)
|
Student reflection
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FA Processes
|
Click
|
41
|
Teacher models and provides students the regular opportunity to understand and articulate the characteristics of quality work.
|
Student reflection
|
FA Processes
|
Click
|
56
|
Teacher encourages students to see the overall purposes of their learning (ds)
|
Student reflection
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FA Processes
|
Click
|
120b
|
Teacher facilitates student thinking about what they know about a desired goal (measure progress)
|
Student reflection
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FA Processes
|
Click
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141
|
Teacher makes judgments about the quality, depth and breadth of a student's work based on clear, objective criteria.
|
Student Reflection
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FA Processes
|
Click
|
176
|
Teacher provides the opportunity and encourages students to reflect on the quality of their work in relation to established criteria and/or exemplars (Where am I?)
|
Student Reflection
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FA Processes
|
Click
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186
|
Teacher provides students the opportunity to identify and correct errors (ds)
|
Student Reflection
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FA Processes
|
Click
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191
|
Teacher provides the opportunity for students to apply a rubric to their work.
|
Student Reflection
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FA Processes
|
Click
|
198
|
Teacher provides the opportunity for students to self-reflect on their learning (ds)
|
Student reflection
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FA Processes
|
Click
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52
|
Teacher examines student errors (e.g., a slip, misconception, misunderstanding) by forming and then revisiting their preliminary hypotheses as he/she gathers additional information (B. 2010)
|
Teacher analysis
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FA Processes
|
Click
|
53
|
Teacher analyzes student learning by comparing the product to the learning objectives, or performance criteria, previously established (William, 2011).
|
Teacher analysis
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FA Processes
|
Click
|
77
|
Teacher determines necessary adjustments to their instruction by analyzing evidence of student learning (measured progress).
|
Teacher analysis
|
FA Processes
|
Click
|
79
|
Teacher assesses student understanding by analyzing both peer and student-teacher interactions.
|
Teacher analysis
|
FA Processes
|
Click
|
132
|
Teacher identifies the extent to which students are developing disciplinary habits of mind (ds)
|
Teacher analysis
|
FA Processes
|
Click
|
202b
|
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 analysis
|
FA Processes
|
Click
|
210
|
Teacher relates student solutions and errors to other examples, to agreed-upon exemplars, and to criteria
|
Teacher analysis
|
FA Processes
|
Click
|