1. Focus on Instructional Support
CLASS
Focus on Instructional Support

2. Desired Outcomes: By the end of this session participants will be able
to utilize strategies to improve the quality of
student/teacher interactions and student learning
as measured by the CLASS Tool.

3. Anticipation Guide
It is a method of garnering interest in a topic and accessing prior knowledge. ACTIVITY

4. CLASS Overview CLASS is mandated by Head Start
Designed to evaluate student/teacher interactions
There are 3 Domains and a variety of Indicators and Behavioral Markers for each
The tool uses a rating scale of 1-7
Past observations reveal that the Instructional Support Domain is an area of weakness

5. Our Focus Under Classroom Organization Domain
Instructional Learning Format
Under Instructional Support Domain
Concept Development
Quality Feedback
Language Modeling
Remind participants about the Desired Outcomes

6. Classroom Organization: Instructional Learning Formats
Measures ways in which teachers maximize children’s interest, engagement, and ability to learn from lessons and activities
Children who are interested and engaged in classroom activities and lessons learn more.

7. Instructional Learning Format
Teachers need to:
Be effective facilitators
Utilize a variety of materials and modalities
Plan interesting activities
Clearly state learning objectives
1.Teachers should utilize a variety of questioning techniques that encourage open-ended responses. Teachers must constantly rotate throughout the room and be active participants in the learning process
2. Materials should address a multitude of learning styles and interests which allow opportunities for movement
3. Lesson objectives should be clearly stated and then summarized at the end of the lesson.

8. Concept Development
Concept Development describes an intentional approach by the teacher to tie together concepts across activities and bring concepts to life by applying them to children’s everyday world.
Lesson Plans

9. How can I provide effective concept development ?
Analysis and Reasoning
Why and/or how questions
Problem solving
Prediction/experimentation
Classification/comparison
Evaluation
1.Use instructional strategies that focus on critical thinking, such as sequencing, comparing and contrasting, and problem-solving activities.
Example “Why do you think, John is smiling?” and “How would you feel if this happened to you?”

10. How can I provide effective concept development ?
Creating 1. Brainstorm 2. Planning 3. Producing
Examples: “What might you do to make sure that everyone gets a turn.”
Examples: children might use blocks to build a house or railroad. When appropriate, take time to support children in brainstorming and planning before they create something.

11. How can I provide effective concept development ?
Integration
Connect concepts
Integrate with previous knowledge
Purposefully choose learning activities, both within a given day and across weeks and months, that focus on similar concepts.
Make clear connections among these concepts for your children so that their knowledge and understanding can be generalized and flexibly applied in different situations
Examples: a lesson on snow, the teacher may first talk with children about the other types of weather; Link-”How is snow different from rain?”

12. How can I provide effective concept development ?
Connections to the real world
Real world applications
Relate to student’s lives
During explanations of a concept, use examples that are likely to occur in children’s lives and encourage them to add their own examples.
Examples: ask them to tell you the order of the steps necessary for brushing their teeth and make the connection to the steps in the daily schedule

13. Concept Development ACTIVITY Take time to plan for concept development
through intentional, purposeful lesson planning
Encourage children to explore a variety of open-
ended materials and use them in different ways.
ACTIVITY
While you are putting together your lesson plans for the week, take a moment to think about how you might embed more concept development into a few of your lessons. Come up with questions or activities that will stimulate the children to think deeply and understand concepts more fully.
Examples: children want to build a castle with blocks, help them brainstorm the different parts of a castle and who lives in a castle, and provide them with paper to draw their castle before they build it.

14. Activity Instructional Support Concept Development
Analysis and Reasoning
Creating
Integration
Connection to the Real World

15. Quality of Feedback
Children learn the most when they are consistently given feedback that expands their knowledge or builds on their performance of a task
When children give correct answers, use this as an opportunity to create a learning moment by asking follow-up questions such as, “How did you know that?” or “How did you figure that out?”
Remember to use you “Wh” questions Who, What, Why, Where, When and How

16. Quality Feedback Give hints Provide assistance Scaffolding
If a child is having a hard time understanding a concept or coming up with an answer, provide hints to help the child get to the answer rather than just telling her or moving to another child. Example, “Can you think of a word that rhymes with your name, Matt? How about bat…Matt/bat? What else rhymes with Matt and bat?”
If you ask a question and the child is unable to answer, try simplifying your question to something more concrete, like a yes or no question, to support the child in responding

17. Quality of Feedback Feedback Loops Back and forth exchanges
Persistence by teacher
Follow-up questions
1. Some of the best feedback occurs when teachers ask a series of follow-up questions to elicit a deeper understanding from children. After a child responds, ask another question of that child or of the whole class. Keep this conversational “feedback loop” going until you are sure children really understand what you are trying to teach.

18. Quality of Feedback Prompting Thought Processes
Ask students to explain thinking
Queries responses and actions
1. Always lookout for opportunities to give feedback. 2. Walk around the classroom when children are working independently. Take the time to listen and respond in a thoughtful way to what children have to say during group lessons.

19. Quality of Feedback
Providing Information 1. Expansion 2. Clarification 3. Specific feedback
Rather than telling children “nice job” or “good work”, give them specific information about why their answers are correct or incorrect. This not only provides the child with more information, but it also may help other children who weren’t sure of the correct answer.
Example, “This does look like a horse but this animal is called a zebra because it has black and white stripes. Horses don’t have black and white stripes.
“The bean bag didn’t get all the way to the hoop, James, so you might try throwing it harder”

20. Quality of Feedback Encourage and Affirmation Recognition
Reinforcement
Student persistence
1.Example, you might say to children who are working on a large floor puzzle, “I see how hard you are working on that big puzzle. With teamwork, I know you guys will be able to do it. Call me over if you need any help!” You need to recognize and acknowledge effort
3. Encourage them to persist in thinking about something or completing a task.

21. Quality Feedback ACTIVITY Utilize the following techniques::
Scaffolding
Feedback loops
Prompting thought processes
Providing information
Encourage and Affirmation
ACTIVITY

22. Language Modeling
Teachers model language when they intentionally encourage, respond to, and expand children’s speech; Teachers also model language when communicating with other adults
Encourage children’s use of language by giving them opportunities to share thoughts and ideas. Provide relevant and interesting topics and things for children to talk about.

23. How can I improve language modeling in my classroom?
Frequent Conversation
Back-and-forth exchanges
Contingent responding
Peer conversation
Conversation can occur throughout the day during structured times, such as meeting time, and unstructured times, such as snack and free play. Converse with children individually and in small groups. Listen to what children say and respond in a way that shows you are interested in what they have to say. Ask follow-up question to keep the conversation going and include some open-ended questions to encourage children to contribute more to the conversation.

24. Language Modeling Open-ended Questions
Questions require more than a one-word response
Students respond
Children generate thoughts, information and reasons when asked a questions that doesn’t have a known answer. Questions like, encourage children to use language in more sophisticated ways, rather than just giving right answers or short responses.

25. Language Modeling Repeats Extends/elaborates Repetition and Extension
Build on what children say, model appropriate and more complex language and syntax, and provide examples for the different ways we use language. Example, if a child says, “That boy gives me his boat,” a teacher may respond, “Evan gave you his boat.” This response models the social language skill of using a person’s name and offers correct grammatical forms.

26. Language Modeling Maps own actions with language
Self- and Parallel Talk
Maps own actions with language
Maps student action with language
Talk about what you are doing or what the children are doing to help them link language and action in a way that can help develop their vocabulary and language skills. Example of self-talk would be: “I’m going to give each of you two graham crackers. I’m opening the box, and now I am handing them out to each of you.” In parallel talk, you provide language for children’s actions such as, Example: You put on the chef’s hat and an apron, and now you’re getting out a pot.”

27. Language Modeling Variety of words
Advanced Language
Variety of words
Connected to familiar words and/ or ideas
Use different kinds of words, such as nouns, verbs, adjectives, and prepositions, as well as new or unfamiliar vocabulary. Talk about these words in simple terms that relate to the children’s life. Example, if a child lists all the colors in her hat, “Red, blue, yellow, green,” respond with , “It’s a multicolored hat.” this links what the child knows to more advanced language and summarizes known concepts with a new related word.

28. Activity What would you say?
Ask an open-ended question to a child in the block area
Respond with repetition and extension to a child that says, “her has my truck.”
While setting up for lunch, use self and parallel talk.
Using advanced language, connect falling leaves and the word autumn
Each pair answers all the questions

29. Reflection Individually, review the Anticipation Guide.
Mark Answers on the Right Side
Have any answers been changed?

30. Final Thoughts
How will you make a difference?