Concept Development and Quality of Feedback. These dimensions fall under the Instructional Support domain in the Pre-K CLASS measure. They have some similarities, of course—but they are truly distinctive in the ways they play out in the classroom.
Concept Development is defined by the CLASS Manual as the dimension that "Measures the teachers' use of instructional discussions and activities to promote students' higher-order thinking skills and cognition and the teacher's focus on understanding rather than on rote instruction."
This dimension focuses on building children’s thinking skills. Teachers who demonstrate high levels of CD are not just teaching a “concept” (letters, numbers, seasons), but using specific strategies to encourage children to think more deeply about ideas in the world around them. CD is all about the ways a teacher facilitates learning throughout the day.
Quality of Feedback, on the other hand, "Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation."
QF happens when a teacher responds to what a child says or does in a way that pushes the child to keep thinking or trying. Teachers who show high levels of QF are really specific in their feedback, assist children without simply giving away right answers, and expand on children’s words and actions. Was the child able to accomplish something deeper as a result of a teacher’s response? If so, there was probably some QF involved!
So, keeping those definitions in mind, can you sort the following classroom interactions into the correct CLASS dimension?
With the increased presence of virtual schooling, parents and educators of young children, including myself, are finding themselves stressed. Are children getting the content they need? How do I engage children in learning virtually? How do we help children develop essential skills such as curiosity, attention, and emotion regulation in a virtual setting? In a recent New York Times op-ed, entitled “Kids Can Learn to Love Learning, Even Over Zoom”, psychologist Adam Grant shared ways that teachers can promote curiosity in a virtual classroom. He discussed the importance of including “mystery, exploration, and meaning.”
So much has changed in the world of early childhood education since a global pandemic became part of our reality. School districts, families, child-care centers, home centers, state agencies, and federal agencies have been scrambling to keep up with what caring for young children looks like under new regulations. The statewide agency I work for consists of both federal (Head Start) and state-funded programs, and I’d like to share what guidance we’ve created for staff around changes in the day-to-day routine.*
Teachers everywhere have yet another new challenge—supporting students and their families from home. We know that high-quality interactions, including interesting, hands-on experiences that are facilitated and supported with feedback, scaffolding, and higher-order thinking questions, best support young students' learning. So how do you help your students' caregivers offer the same high-quality interactions while at home? Well, Rachel Giannini has some super fun ideas to share! The following are ideas she shared during her session at our recent InterAct CLASS Summit.
When schools abruptly closed due to Covid-19, teachers everywhere were given a new challenge—supporting students from home. This Teacher Appreciation Week, we at Teachstone want to celebrate the teachers impacting families and say thank you to teachers everywhere.
Here are a few thoughts from some of our team on the impact teachers are having on their families' lives.