During the dimension discussion of Instructional Learning Formats in a CLASS Observation Training, I often find myself needing to clarify the difference between the indicators of Effective Facilitation and Clarity of Learning Objectives. My participants have pointed out that both indicators talk about the teacher asking questions, and if the teacher is effective, shouldn’t learning objectives then be obvious?
When I think about what effective facilitation may look like during an observation, I tell participants to envision a teacher who is walking around the room, talking with and to the children about what they are doing. The teacher may join the students at the manipulative math area, and work alongside them; she is asking questions and making comments about their work. She might pause in the art area and make comments about the colors the children are using, and ask them about their pictures. All the while, she balances her involvement with the children’s exploration. Because of these interactions, the student’s involvement in the activity is enhanced, and they are more involved in the activities.
Okay--think about the teacher being more intentional here. She is much more focused on a learning objective. This indicator measures whether or not there is a clear point to the activity at hand. Take a step back here, and ask yourself, “Is it obvious to me what the goal of this activity is?” To decide, listen for the teacher to ask questions, or make comments that are clear, and targeted on the learning objective at hand. She may make an outright statement, such as “We are going to use the scale to decide which items are the heaviest.” The students may give us that evidence as well, by, for instance, manipulating the scales and making comments about the heavy and light items.
Yes! The teacher could be actively facilitating a variety of activities or lessons around the classroom that encourage the students to remain engaged in activities, but she may be less focused on any particular learning objective. Think about the exemplar video “Maximizing Children’s Engagement in Centers.” This teacher is joining in the play at hand in the house area, as two children pretend to be doctors and dress a doll. The teacher asks questions, keeps them involved in the play at hand, and even expands what could have been limited play. But we don’t have any indication that there is a point or learning objective within that play.
I hope this helps you as you support the participants understanding of the indicators within the Instructional Learning Formats dimension! How do you explain the differences in your training?
We all know people are naturally social beings—we need interactions to survive. But just because we’re naturally social doesn’t mean we know how to be social. We have to learn social behaviors—from our families, caregivers, and peers. Teachers play a key role in promoting social development, which includes peer play and friendships.
Teachstone continues to fulfill the important role of supporting Spanish-speaking partners who implement CLASS in their programs and communities. In an effort to strengthen our reach to this key base, Teachstone recently hosted a regional conference in Caguas, Puerto Rico. The regional conference offered several CLASS trainings in Spanish as well as translation services for English trainings. Trainings were held from November 4–8 at the headquarters and facilities of Camera Mundi Inc. Camera Mundi is the largest and most comprehensive provider of products, equipment, materials, and services to the educational sector in Puerto Rico and the Caribbean.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.