I’d like you to take a minute and think about the answers to the following questions:
Chances are, you know the answers to these questions, and have very good reasons for why you do the things that you do. Unless you are a very rare breed that enjoys doing laundry, you probably rush to get the laundry done so that you will have clean clothes to wear. We all have a purpose or a reason for doing the things that we do, and we know why we do them.
Now, picture this classroom activity: some children are working with unifix cubes at a table. They are putting them together to make different types of patterns. The teacher walks up to one of the children and asks, “what are you doing?” and “Why are you doing that?” Would the children in the classroom be able to answer those questions?
Most of the time, teachers have very good reasons for why they are doing certain activities in a classroom. They know that if they want the children to learn about different types of weather, they might read books about weather. The children might create a weather graph in the classroom to graph the number of sunny, cloudy, rainy, and windy days. Or walk outside to observe what the weather is like, and paint pictures to show different types of weather. The teacher knows the purpose, or the objective, of the lesson. But do the children know why they are doing these types of activities and what they will learn by doing them?
In the Instructional Learning Formats dimension in the Pre-K CLASS tool, one of the indicators is Clarity of Learning Objectives. I often get asked about this particular indicator and to further explain what it is. Basically, this indicator means that the teacher effectively focuses students’ attention toward the learning objectives and/or the purpose of the lesson. Students in the classroom appear aware of the point of the lessons or how they should be focusing their attention during activities.
Let's talk about how a teacher might implement Clarity of Learning Objectives in their classroom:
This seems easy enough when the teacher has determined the learning objective and the activity. But how do they do this during centers when the child has chosen the activity? During centers, they should focus their questions on the activity in which the student is involved.
For example, when students are using different-size squeeze bottles and scoops at the water table, they can ask them how they are going to fill the bottles or which bottles will get filled faster. In addition, they may ask them questions about what lives in the water.
The next time you are in a classroom, take a minute to reflect upon this statement: “Do my students know why we are doing this activity or lesson, and what will they learn by doing it?”
As a CDA with CLASS facilitator, I now recognize that CLASS also helps us think about how we can be present and responsive in supporting the curiosity, engagement, and persistence of adult learners.
I am blessed to be able to support CDA learners, many of whom are returning to formal education for the first time in many years. Some of these learners come from previous educational experiences that were not supportive, that left them feeling that they weren’t good at school or weren’t competent students. But with the right support, these learners can grow their persistence as well as their sense of competence and confidence.
Practice and feedback is the key to CLASS® success. Even the most experienced certified CLASS Observers need practice and feedback to make sure their classroom observations remain fair and accurate. The best way to provide this is to use our Calibration product. Calibration protects your investment in reliable data collection.
Online Calibrations are available for Certified CLASS observers at all 6 CLASS levels. When you purchase an individual calibration, you’ll receive a video to watch and code on your myTeachstone dashboard. After submitting your codes, you’ll get an automated score report and a prerecorded webinar discussing the master codes.
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us: