---
title: "Reliable Observations: Identifying Concept Development vs. Quality of Feedback"
description: Discover the key differences between Concept Development and Quality of Feedback in the Instructional Support domain of CLASS® from our recent Observer Workshop session. Learn how to accurately identify and enhance these dimensions.
image: https://info.teachstone.com/hubfs/AdobeStock_585464607.jpeg
---

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# Reliable Observations: Identifying Concept Development vs. Quality of Feedback

 September 30 2024 by [Liz Savage](https://info.teachstone.com/blog/author/liz-savage)

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![](https://info.teachstone.com/hs-fs/hubfs/AdobeStock_585464607.jpeg?width=519&height=300&name=AdobeStock_585464607.jpeg)

I recently attended an engaging session during our Observer Workshop series on "Misunderstood Indicators in the Instructional Support Domain." One of the hot topics was the differences between Concept Development and Quality of Feedback. These two dimensions, part of the Instructional Support domain in CLASS®, often get mixed up, so let's dive into what sets them apart.

## **Morning Circle Time**

**Concept Development:** Imagine it's morning circle time, and the teacher is discussing the life cycle of a butterfly. Instead of just explaining the stages—egg, caterpillar, chrysalis, butterfly—the teacher asks, “Why do you think the caterpillar needs to go inside the chrysalis before it becomes a butterfly?” 

The children might offer various ideas, and the teacher helps them connect these ideas to what they learned about other animals’ life cycles or changes they have seen in their environment. The teacher encourages the children to think about cause and effect, linking their previous knowledge with new concepts.

Here, the educator is not just providing facts but guiding the children to think critically about the process of metamorphosis. This is a clear example of Concept Development, where the focus is on deepening understanding and connecting ideas.

## **Afternoon Center Time**

**Quality of Feedback:** Later in the day, during centers, a child builds a tower with blocks and proudly shows it to the teacher. The teacher responds, “That’s a tall tower! What could you do to make it even stronger so it doesn’t fall over?” 

The child might experiment by adding more blocks at the base, and the teacher continues to engage by asking, “Why do you think that helped? What else could you try to make it even taller?”

In this scenario, the teacher provides feedback that encourages the child to reflect on their work, think critically, and explore solutions. The teacher’s responses aim to extend the child’s learning by prompting further thinking and problem-solving. This is an example of Quality of Feedback. The emphasis is on helping the child build upon their existing knowledge.

## **How to Know Which You’re Observing**

When observing these interactions, ask yourself:

- **For Concept Development:** Is the educator encouraging the children to connect ideas, analyze information, or think critically about concepts? Are they asking questions that prompt deeper understanding rather than just recalling facts?
- **For Quality of Feedback:** Is the educator responding to the child’s ideas or work in a way that extends their learning? Are they providing feedback that helps the child refine their thinking or explore further possibilities?

Focusing on what educators aim to achieve—whether developing a concept or providing feedback to extend learning—can help you more accurately identify which dimension you’re observing. Understanding this distinction is key to making precise and meaningful observations that truly capture the richness of classroom interactions.

So, next time you're in the classroom, keep an eye out for these interactions and see how they contribute to a thriving learning environment!

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