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Education and childhood development plan (12.2.13)Brearn Wright
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Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
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Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
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3. Pre-K CLASS Domains & Dimensions
Regard for Student
Perspectives
Negative Climate
Positive Climate
Teacher Sensitivity
Emotional
Support
Productivity
Behavior Management
Instructional Learning
Formats
Classroom
Organization
Quality of Feedback
Concept Development
Language Modeling
Instructional
Support
DimensionsDomains
4. Pre-K CLASS Domains & Dimensions
Regard for Student
Perspectives
Negative Climate
Positive Climate
Teacher Sensitivity
Emotional
Support
Productivity
Behavior Management
Instructional Learning
Formats
Classroom
Organization
Quality of Feedback
Concept Development
Language Modeling
Instructional
Support
DimensionsDomains
5. Pre-K CLASS Domains & Dimensions
Regard for Student
Perspectives
Negative Climate
Positive Climate
Teacher Sensitivity
Emotional
Support
Productivity
Behavior Management
Instructional Learning
Formats
Classroom
Organization
Quality of Feedback
Concept Development
Language Modeling
Instructional
Support
DimensionsDomains
6. Pre-K CLASS Domains & Dimensions
Regard for Student
Perspectives
Negative Climate
Positive Climate
Teacher Sensitivity
Emotional
Support
Productivity
Behavior Management
Instructional Learning
Formats
Classroom
Organization
Quality of Feedback
Concept Development
Language Modeling
Instructional
Support
DimensionsDomains
7. Average Ratings of Interactions in
Pre-K—3 Classrooms
Emotional
Support
Classroom
Organization
Instructional Support
CLASS Scores
Low Quality Moderate Quality High Quality
9. Know See Do
How Teachers Improve
Know what effective
interactions are &
why they matter
See effective
interactions to build
self-awareness
Practice strategies &
integrate behaviors
10. Know See Do
How Coaches Can Help Teachers Improve
Know what effective
interactions are &
why they matter
See effective
interactions to build
self-awareness
Practice strategies &
integrate behaviors
15. Quality of
Feedback
Quality of Feedback
Concept Development
Language Modeling
• Scaffolding
• Feedback Loops
• Prompting Thought
Processes
• Providing Information
• Encouragement and
Affirmation
16. What makes this
dimension tricky?
What this dimension
is really about ...
Dimension Tension
QUALITY OF FEEDBACK
17. Language
Modeling
Quality of Feedback
Concept Development
Language Modeling
• Frequent Conversation
• Open-Ended
Questions
• Repetition and
Extension
• Self- and Parallel Talk
• Advanced Language
18. What makes this
dimension tricky?
What this dimension
is really about ...
Dimension Tension
LANGUAGE MODELING
21. When/Then Strategy
• Helps teachers plan for, practice,
and reflect on specific
interactions
• Helps teachers visualize success
in their interactions with children
22. When/Then
Examples
Evaluation
When children finish building a
structure in the sandbox during
outdoor play, I will ask them to
tell me how they think it went.
Planning
When I provide children a
forecast for the week at circle
time, I will ask them to plan what
they will wear each day based
on the weather.
23. WHEN/THEN ACTIVITY
Connects Concepts
When the children are eating
lunch, I will connect the kinds
of foods the children are
eating to how they grow and
where they come from.
Prediction/Experimentation
When I’m teaching, I’ll give
children more experiments to
do in the science area.
Brainstorming
During morning circle time, I’ll
ask more specific
brainstorming questions.
Real-World Applications
When I introduce the letter p
during small group, I will ask
children to explore the room
and identify objects beginning
with the letter.
Weak vs. Strong When/Then Statements
24. Connects Concepts
When the children are eating
lunch, I will connect the kinds
of foods the children are
eating to how they grow and
where they come from.
Extension:
Real-World Applications
When I introduce the letter p
during small group, I will ask
children to explore the room
and identify objects beginning
with the letter.
WHEN/THEN ACTIVITY
Practicing Extension
Extension:
25. WHEN/THEN ACTIVITY
Create Your Own When/Then Statements
CONCEPT DEVELOPMENT
ANALYSIS & REASONING
QUALITY OF FEEDBACK
ENCOURAGEMENT & AFFIRMATION
• Why and/or how
questions
• Problem solving
• Prediction/experi
mentation
• Classification/co
mparison
• Evaluation
• Recognition
• Reinforcement
• Student
persistence
• Variety of words
• Connected to
familiar words
and/or ideas
LANGUAGE MODELING
ADVANCED LANGUAGE
Example:
When [specific activity or time of day,
center, or routine], I will [description of
new behavior].
26. CLASS Trainings and Programs for Coaches AND
Teachers
INSTRUCTIONAL SUPPORT
RESOURCES
Animation:
When you click, boxes appear over graphic to isolate Instructional Support.
Remind viewers that CLASS organizes interactions by domains and dimensions
Note that domains are interrelated: There are elements of Instructional Support within Infant FE and ELS domains and within Toddler ESL.
You can also note to viewer that Instructional Support domain shows up in K-3, UE, and S age levels
Emotional Support looks at positive relationships among teachers and children, the ways that teachers support social/emotional functioning, and the degree to which teachers promote children’s autonomy
Classroom Organization considers how well time and behavior is managed to maximize learning opportunities
Instructional Support is not focused on the content of curriculum or on learning activities. It focuses on how teachers help children learn to solve problems, reason, and think; use feedback to expand and deepen skills and knowledge; and develop more complex language skills
We’ll be digging into the dimensions that make up the Instructional Support domain in a bit
Scores in Instructional Support tend to be the lowest
The ways that teachers interact with children are very deeply rooted. They come from a lifetime of experiences with adults and children - their relationships with their own parents, their beliefs about children and adults, even their experiences as parents themselves. When we ask teachers to change this very fundamental thing - how they interact with children - we’re asking them to change behaviors they’ve spent a lifetime developing.
The other domains, emotional support and classroom organizations, are more intuitive and more foundational to teaching. It’s not “news” that teachers need to create a warm, supportive environment or that an organized, structured routine is more conducive to learning. Instructional Support measures how effective teachers are at supporting children’s abstract reasoning and language use, which aren’t as widely accepted as important at the pre-k level, despite research to the contrary.
Teachers need to KNOW what effective interactions are, how to recognize them, and why they are important to children’s learning. Then they need to SEE, or build awareness in their own practice. Then they need to DO—they need to practice and begin to integrate new behaviors.
It’s our job as coaches to help teachers Know, See, and Do to improve their teaching.
We can apply Know, See, Do for coaching in Instructional Support. First we need to KNOW what effective interactions in the Instructional Suppport domain are. Then we need to be able to SEE these interactions so that we can help teachers identify them in their own practice. Then we need to practice strategies—we need to DO.
Let’s get to know the dimensions that make up the Concept Development—and stumbling points for teachers—so we can see what makes an interaction in this dimension effective
Animation:
Click for indicators to appear:
Click 1: Analysis and Reasoning
Click 2: Creating
Click 3: Integration
Click 4: Connections to the Real World
CONCEPT DEVELOPMENT
Why this dimension is tricky: the name can be confusing. Concept development is not about developing a specific concept or relaying facts or information.
What this dimension is really about: Giving children opportunities to think deeply about concepts and ideas.
Animation:
Click for indicators to appear:
Click 1: Scaffolding
Click 2: Feedback Loops
Click 3: Prompting Thought Processes
Click 4: Providing Information
Click 5: Encouragement & Affirmation
QUALITY OF FEEDBACK
Why this dimension is tricky: Teachers are often not sure what counts as feedback.
What this dimension is really about: The ways teachers respond to children in order to expand learning or participation.
Animation:
Click for indicators to appear:
Click 1: Frequent Conversation
Click 2: Open-Ended Questions
Click 3: Repetition and Extension
Click 4: Self- and Parallel Talk
Click 5: Advanced Language
LANGUAGE MODELING
Why this dimension is tricky: Teachers might assume that in order to improve in this dimension, they simply need to talk more.
What this dimension is really about: Getting children to listen to and use more language.
Now let’s watch footage from real classrooms so we can see Instructional Support interactions in action.
Coaches can use the When/Then strategy to help teachers plan and practice trying out specific interactions
A when/then statement is a simple but powerful too to help teachers commit to trying a new behavior during a specific time. For example, if a teacher is focusing on connections to the real world, she might create the following when/then statement: When I interact with children in the kitchen area during centers, I will ask them about the ways they help out with meal preparation at home. Creating when/then statements helps teachers be more intentional and take incremental steps toward improvement.
Note that these examples are from Concept Development dimensions
Tell the group we’ll doing an activity now.
Explain the following:
On the slides are four when/then statements
Partner up and decide which statements are examples of strong when/then statements and what are examples of weak when/then statements.
Discuss what makes them strong or weak
Optional: If weak, what would make the statement stronger? Why?
Have participants report their findings
STRONG
Connects Concepts
When the children are eating lunch, I will connect the kinds of foods the children are eating to how they grow and where they come from.
Real-World Applications
When I introduce the letter p during small group, I will ask children to explore the room and identify objects beginning with the letter.
WEAK
Brainstorming
During morning circle time, I’ll ask more specific brainstorming questions.
Prediction/Experimentation
When I’m teaching, I’ll give children more experiments to do in the science area.
For the next part of the activity, you’ll look at strong when/then statements from previous slides and ask participants to practice extension. Explain that extension is a way to keep conversations going; ask group what they might ask to keep engaging children in these scenarios. Call on volunteers to offer this information
STRONG
Connects Concepts
When the children are eating lunch, I will connect the kinds of foods the children are eating to how they grow and where they come from.
Real-World Applications
When I introduce the letter p during small group, I will ask children to explore the room and identify objects beginning with the letter.
For this activity, attendees will practice coming up with their own when/then statements.
Tell the group to break up into partners and take turns creating when/then statements. They can choose from indicatory above (behavioral markers listed below)
Briefly discuss IS Strategies Training for Coaches
Key points:
Available as regional or on-site training
Coaches learn concrete strategies to use with teachers who are struggling in Instructional Support
Briefly discuss IS Strategies for coaches and teachers.
IS Strategies for Coaches:
Includes four modules: Essentials (overview of Instructional Support), Concept Development, Quality of Feedback, Language Modeling
Includes interactive learning questions, authentic classroom and coaching videos, discussion boards, and printable resources
IS Strategies for Teachers
Helps teachers understand Instructional Support dimensions and why they matter
Mention that a great pairing for either IS Strategies offering is CLASS Feedback Strategies, available as face-to-face training and online program.
CLASS Feedback Strategies helps coaches learn to provide meaningful feedback with teachers that helps to impact teaching practices.
Training:
1-day training prepares coaches to determine teacher readiness, share descriptive feedback, and outline goals and action plans
Online Course:
Three modules: Score Sharing and Focus, Observational Examples, Advice or Feedback