Specific Feedback

How often do you say, "Good job!"  In the CLASS assessment, the assessors will be looking for SPECIFIC feedback instead of such general feedback.  I know this is one that I really need to practice!  Good job comes out of my mouth so easily...

From the Toddler CLASS Dimensions Guide:

When providing feedback, focus on children's accomplishments and recognize their efforts by providing specific statements about their work.  Saying, "I know you could do it!  You matched the two pieces of the puzzle together to make the cat," helps provide the child with individualized recognition and knowledge of the actions that helped the child accomplish the task.

Try it!   Catch yourself when you say "Good Job' and add on to that to make it more specific feedback.

Then make it more frequent.  Make it higher quality.  That's the mantra of Early Achievers!

How and Why Questions

One way to describe what the CLASS assessment is looking for in the Instructional Support section (biggest single point getter in Early Achievers) is,

"How do you encourage children to think for themselves?"

One way to do this is to ask lots of Why and/or How questions.  Challenge children to think about the how's and why's of learning.  Focus their attention on the process of generating solutions to a problem rather than just getting the correct answer.  Ask open-ended and thought-provoking questions, such as, "Why doesn’t this shape belong with the others"

Encourage reasoning skills.  Problem solving.  Predictions.  Comparisons.  Evaluating results.

Use this in conversation, when reading stories, during free play...

How would you feel if...

Why do you think that happens...

How could...

Why would...



Open-ended questions encourage children to:

• use language. Instead of just answering ‘yes’ or ‘no (answers closed-ended questions often prompt)’, children need to give fuller answers that draw on a wider range of vocabulary. Hint: encourage children to use whole sentences when answering rather than just fragments or phrases.

• think about their answers and give details to reasonably answer the question.

• elaborate with details, express thoughts or offer an opinion

• be creative

• think of new ideas

• use imagination

• give more information

• problem-solve and use cognitive (intellectual) skills. Children must search for vocabulary and form sentences which conveys thoughts, opinions, ideas, etc. rather than simply answering “yes” or “no”

• build relationships. Children become more invested in the conversation when they have to actively engage in it with full sentences. They are able to relate something of meaning and respond to the person/people with whom they are communicating. In this way, open-ended questions be used to positively build and deepen relationships.

Take a tally - how many how/why questions do you ask during a 30 minute segment of the day?  Remember, CLASS is looking for frequency and high quality!

Welcome!! Back and forth conversations

Hi everyone!  I am beginning this blog to create a space where we can all share and learn as preparation for the Early Achievers observation/assessments and rating.

You are welcome to invite teachers and staff at your program to subscribe and contribute to the blog as it is really their work with children that will be assessed.

It is my hope that you will post comments and contribute to the discussion!!

For starters...

The CLASS (CLassroom Assessment Scoring System) is worth the most points in your Early Achiever rating.  Of the possible 100 points, the CLASS is worth 40! 

I'll post blogs here highlighting elements of the CLASS so that you can learn about them, share/train your staff on them and so that we can all discuss how to build strengths and skills in the CLASS prior to your assessment by the UW.

Here is the first one...

Under "Quality of Feedback" is an item "Feedback Loops".  One of the ways to create a feedback loop is back and forth conversations.  In the CLASS, they are looking for 2 things:  frequency and high quality.

Let's discuss –

1.      What would a high quality back and forth conversation look like (vs. a low quality one)

2.      Observe yourself/your staff with the children.  Are you seeing frequent back and forth conversations?  What quality are these conversations?

3.      What are some strategies you can use to increase the frequency and quality of the back and forth conversations between adults and children?

4.      Do you also see back and forth conversations among the children with each other?

5.      How can you encourage more back and forth conversations among the children?

I look forward to everyone’s contributions to the discussion!

Kris

More about the CLASS tooll  http://www.teachstone.org/about-the-class/