A complete list of UFAC – FA Processes

 

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Component

Theme

Meta-theme

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

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

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

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

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

FA Processes

Click

33

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

Student reflection

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

FA Processes

Click

120b

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

Student reflection

FA Processes

Click

141

Teacher makes judgments about the quality, depth and breadth of a student's work based on clear, objective criteria.

Student Reflection

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

FA Processes

Click

186

Teacher provides students the opportunity to identify and correct errors (ds)

Student Reflection

FA Processes

Click

191

Teacher provides the opportunity for students to apply a rubric to their work.

Student Reflection

FA Processes

Click

198

Teacher provides the opportunity for students to self-reflect on their learning (ds)

Student reflection

FA Processes

Click

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

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

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