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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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45
|
Teacher adjusts instruction by demonstrating alternative representations of concepts
|
Adjustment
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FA Processes
|
Click
|
|
65
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Teacher reteaches
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Adjustment
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FA Processes
|
Click
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5b
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Process of teachers (and/or learner) considering/ reflecting upon information that has been gathered
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Analyze Evidence
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FA Processes
|
Click
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3b
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Teacher clarifies a way for student (and teacher) to evaluate where they are/ whether they have reached the learning goal
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Criteria for Success
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FA Processes
|
Click
|
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25
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Teacher provides information about the process in relation to the criterion used to complete a problem/activity.
|
Criteria for success
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FA Processes
|
Click
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41.5
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Teacher shares criteria for success with students by co-developing rubrics or exemplars
|
Criteria for success
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FA Processes
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Click
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95
|
Teacher clarifies and shares learning intentions and criteria for success with students (KLT)
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Criteria for success
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FA Processes
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Click
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160
|
Teacher models quality work for students to understand how to produce it. (ds)
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Criteria for success
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FA Processes
|
Click
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12
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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.).
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Feedback
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FA Processes
|
Click
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13
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Teacher provides students with feedback that supports next steps needed to deepen learning (scaffolding)
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Feedback
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FA Processes
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Click
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22
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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
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FA Processes
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Click
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27
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Teacher provides regular opportunities for students to give and receive feedback from one another
|
Feedback
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FA Processes
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Click
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29
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Teacher models how to draw connections between different concepts and areas of knowledge to help students decide on next steps.
|
Feedback
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FA Processes
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Click
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48
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Teacher determines next instructional steps by asking questions at hinge points (L,L,T,W, 2005)
|
Feedback
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FA Processes
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Click
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78
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Teacher analyzes evidence in order to determine what descriptive feedback is necessary (measured progress)
|
Feedback
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FA Processes
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Click
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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)
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Feedback
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FA Processes
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Click
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89
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Teacher revises conclusions about next steps by analyzing new evidence of student learning.
|
Formal evidence
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FA Processes
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Click
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15
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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
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32
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Students engage in goal-Setting / goal revising in relation to standards (Where am I going?)
|
Learning goals
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FA Processes
|
Click
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98
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Teacher describes concrete, functional, and explicit markers of progress and growth (HHL, p. 12)
|
Learning goals
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FA Processes
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Click
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112b
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Teacher encourages students to explicitly identify the desired goal of their efforts (measured progress)
|
Learning goals
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FA Processes
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Click
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|
201
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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
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FA Processes
|
Click
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222
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Teacher understands which elements of the curriculum are most important (ds) to advance student learning
|
Learning goals
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FA Processes
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Click
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236
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Teacher aligns learning activities with lesson objectives or learning goals
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Learning goals
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FA Processes
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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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Learning progressions
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FA Processes
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Click
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37
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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).
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Student evaluation
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FA Processes
|
Click
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38
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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
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40
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Teacher structures class so that students can reflect on the quality of their work in relation to established criteria, exemplars
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Student evaluation
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FA Processes
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Click
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33
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Students evaluates content being taught and ask questions to advance their understanding (M&W, 2008)
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Student reflection
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FA Processes
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Click
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41
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Teacher models and provides students the regular opportunity to understand and articulate the characteristics of quality work.
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Student reflection
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FA Processes
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Click
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56
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Teacher encourages students to see the overall purposes of their learning (ds)
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Student reflection
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FA Processes
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Click
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120b
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Teacher facilitates student thinking about what they know about a desired goal (measure progress)
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Student reflection
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FA Processes
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Click
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141
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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
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Click
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176
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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?)
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Student Reflection
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FA Processes
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Click
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186
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Teacher provides students the opportunity to identify and correct errors (ds)
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Student Reflection
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FA Processes
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Click
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191
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Teacher provides the opportunity for students to apply a rubric to their work.
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Student Reflection
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FA Processes
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Click
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198
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Teacher provides the opportunity for students to self-reflect on their learning (ds)
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Student reflection
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FA Processes
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Click
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52
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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)
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Teacher analysis
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FA Processes
|
Click
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53
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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
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Click
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77
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Teacher determines necessary adjustments to their instruction by analyzing evidence of student learning (measured progress).
|
Teacher analysis
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FA Processes
|
Click
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79
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Teacher assesses student understanding by analyzing both peer and student-teacher interactions.
|
Teacher analysis
|
FA Processes
|
Click
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132
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Teacher identifies the extent to which students are developing disciplinary habits of mind (ds)
|
Teacher analysis
|
FA Processes
|
Click
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|
202b
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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 analysis
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FA Processes
|
Click
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|
210
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Teacher relates student solutions and errors to other examples, to agreed-upon exemplars, and to criteria
|
Teacher analysis
|
FA Processes
|
Click
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