As you know, CLASS is a tool that captures teacher-student interactions. When it comes to the dimension “Concept Development” the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be present throughout your lessons.
Let’s look closer at how to do this.Topics: Teacher Tips, Pre-K Read More
A great transition is one that is efficient, quick, has clear teacher follow through, and all the while, students know what to do and what is expected. Oh! And it must have learning opportunities embedded within.
With all of that, is it possible to complete a smooth transition and still incorporate Instructional Support (IS)? Let’s explore the possibilities!Topics: Teacher Tips Read More
The science is in on New Year’s resolutions. According to a recent article by Bob Sulilvan in the St. Louis Post-Dispatch, about half of us will resolve to change something in 2016, and about half of those resolvers will have given up by Valentine’s Day (that makes sense to me, I mean, the chocolate alone!). In spite of those odds, I love a good couple of New Year’s resolutions. Setting meaningful CLASS goals for the rest of your school or program year don’t have to be overwhelming, in fact, the simpler the better!Topics: Infant, Teacher Tips, Pre-K, Toddler Read More
We Teachstone trainers often have participants in our trainings that have previously attended a CLASS Observation training. Some participants are returning to become reliable observers in another age group, while others have, at some time in the past, let their certification expire. No matter the reason a trainee is attending another CLASS observation training, someone will express sincere surprise during the portion of training that covers the CLASS coding process. We have heard comments such as, “I’ve never heard CLASS scoring trained like this before!” or “Thank you, this makes so much more sense, I can’t wait to try out coding in my classrooms now!”Topics: Observation Training Read More
Personal biases can challenge observers assessing the quality of teacher-child interactions with the Classroom Assessment Scoring System (CLASS). In Assessment in Early Childhood, author Sue Wortham (2005) states that “one cause of observer bias is differences in value systems. It is easy to apply one’s own value system when observing in a school” (pg.114).Topics: CLASS FAQs, Observation Training Read More