NC Foundations for Early Learning and Development...

NC Foundations for Early Learning and Development:

Advanced Course on Emotional & Social Development

and Family Engagement

Module 7: Directions and Feedback

Set of Handouts

Innovative Practice

Beyond the Journal • Young Children on the Web • March 2006 1

Using EngagementStrategies to FacilitateChildren’s Learning and Success

PICTURE YOUR CLASSROOM. Are there moments like thisone when children are fully involved, curious about find-ing answers to real questions, taking initiative, enthusias-tic? The room hums with positive energy and children aredeeply engaged in their learning. You step back with adeep sense of satisfaction and think, “Wow! They areworking well together. I wish it were always like this.” Yourecognize that the children are a community of learners.

In this article we define what engagement is and why itis important to children’s success as learners. We offerstrategies for facilitating children’s engagement in learningand provide some tips for implementing them.

Defining engagement

Children begin life eager to explore the world aroundthem. Watching a baby fascinated by the hands she hasjust discovered as hers or a toddler as he carefully lifts ashovel full of sand, spills it into the colander, then watches,eyes wide open, as the sand flows through the tiny holes—for the fifth time—is seeing engagement at its best!

Research about engagement in the classroom describesboth psychological and behavioral characteristics (Finn &Rock 1997; Brewster & Fager 2000; Marks 2000). Psycho-logically, engaged learners are intrinsically motivated bycuriosity, interest, and enjoyment, and are likely to want toachieve their own intellectual or personal goals. In addi-tion, the engaged child demonstrates the behaviors ofconcentration, investment, enthusiasm, and effort.

In the opening example the children demon-strate engagement through their curiosity, effort,and persistence. They can be described as busy andon task. But they are also using their minds, hearts,and even their bodies to learn. In his book Shaking Upthe School House, Schlechty captures the differencebetween being engaged and being on task:

Engagement is active. It requires that students beattentive as well as in attendance; it requires the student tobe committed to the task and find some inherent value inwhat he or she is being asked to do. The engaged studentnot only does the task assigned but also does it withenthusiasm and diligence. Moreover, the student performsthe task because he or she perceives the task to be associ-ated with a near-term end that he or she values. (2001, 64)

Judy R. Jablon and Michael Wilkinson

The third-graders in Ms. Neil’s classroom begin a lesson ondictionaries with a whole-group discussion about what the childrenalready know about the purpose and organization of these re-sources. Ms. Neil then explains to the children that they will workin small groups to examine the dictionary carefully; make observa-tions about the book’s organization, structure, and format; andrecord their group’s findings on a chart. After ensuring thateveryone is clear about the task, she posts a chart showing sixteams of four children and sends them off with a task sheet tobegin work.

The teams disperse to get the necessary materials: chart paper,dictionaries, and a basket with markers, pencils, and sticky notes.A few minutes later, a buzz of activity and conversation fills theroom as all six teams pore over dictionary pages, discuss theirobservations, collaborate, and debate how to keep track of theinformation on their charts. Ms. Neil circulates around the roomtalking with each group, posing questions to promote thinking,responding to children’s questions, and noting to individualchildren what she observes about their work. Within the groups,laughter is interspersed with argument as children comment onhumorous or unfamiliar words, multiple meanings, and unusualpunctuation. Twenty minutes into the work period, the six chartsare filling up with lots of information.

Judy R. Jablon, MS, is a consultant, facilitator, and author whoworks with teachers and administrators in a variety of settingsserving children ages 3 through 11. Books she has coauthoredabout instruction and assessment include The Power of Obser-vation and Building the Primary Classroom.

Michael Wilkinson is managing director of Atlanta-basedLeadership Strategies–The Facilitation Company and is a certifiedmaster facilitator (CMF). He is author of The Secrets of Facilitationand The Secrets of Masterful Meetings and has served as aconsultant for school systems in Florida, Tennessee, and Georgia.

Illustrations © Marti Betz

Innovative Practice


What does research tell us aboutengagement in the classroom?

Not surprisingly, research shows a significant correla-tion between high levels of engagement and improvedattendance and achievement as measured through directobservations and interviews with and questionnaires tochildren and teachers (Finn & Rock 1997; Marks 2000;Roderick & Engle 2001; Willingham, Pollack, & Lewis 2002).After children enter school,their natural motivation andinterest in learning do notalways persist. Research alsotells us that disengagementincreases as childrenprogress from elementary tomiddle to high school (Gra-ham & Weiner 1996; Felner etal. 1997; Brewster & Fager2000). Children may loseinterest in classroom activi-ties, respond poorly toteacher direction and class-room interaction, and per-form significantly lower ontests. Studies have shownthat patterns of educationaldisengagement begin as earlyas third grade (Rossi &Montgomery 1994).

As important as engagement is for children’s success aslearners, strategies for promoting engagement are notemphasized or even present in the vast majority of schoolsettings (Marks 2000; McDermott, Mordell, & Stolzfus2001). Instruction that promotes passivity, rote learning,and routine tends to be the rule rather than the exception

(Yair 2000; Goodlad2004). Because chil-

dren with low lev-els of engage-

ment are atrisk for

disruptive behavior, absenteeism, and eventually droppingout of school (Roderick & Engle 2001), the need to increaseengagement is critical to children’s success in school.

Engaging children in the classroom

Educators of young children tend to share the goal offostering children’s successful learning and achievement.

As the pressure to emphasize academic standardsincreases, it is all the more essential to reflect onthe most effective practices for ensuring thatchildren are actually learning what is being taught.Some factors related to children’s achievement arenot in teachers’ control, but creating a climate ofengagement in the classroom is. The use of en-gagement strategies is a powerful teaching toolcritical in promoting children’s achievementbecause it

• focuses children on learning;

• supports learning specific skills and concepts; and

• provides children positive associations withlearning.

The authors’ experiences observing in class-rooms and talking with teachers show that manyteachers use strategies throughout the day toengage children in learning. In a recent conversa-tion with a group of K–3 teachers, one teacherremarked, “I care a lot about engaging my kids. But

it just comes naturally to me. I’m not sure I actually usestrategies.” Another teacher added, “It’s just part of theculture of my classroom.” These teachers work hard tofoster positive relationships with children and create alearning community. But the more we talked, they gradu-ally began to analyze the little things they do and con-cluded collectively that they do usestrategies to facilitateengagement.

Some teachers useengagement strategiesto introduce children to

Research shows asignificant correlationbetween high levels ofengagement andimproved attendanceand achievement asmeasured throughdirect observationsand interviews withand questionnaires tochildren and teachers.

Photos © Ellen Senisi

Innovative Practice


new ideas or bring a topic of study toconclusion. Others use them to keepchildren focused, energize the group,manage behavior, and avoid chaosduring transitions. Engagement strate-gies can be used for different purposesand in different settings.

Below are some engagement strate-gies for use with whole groups, smallgroups, and individual learners:

KWL—To begin a new study or theme,teachers ask children, “What do youalready know, what do you wonderabout, and what do you want tolearn?” Use of this strategy tellschildren that their prior knowledgeand interests are valued.

How many ways can you do this?—Teachers pose this question or orga-nize an activity with this as the opener in various situa-tions. For example, how many ways can you createshapes on a geoboard? or how many ways can you sortbottle caps? As soon as you ask children to come up withmany different ways to use a material, answer a question,or end a story, their desire to make choices and beinventive comes into play and leads to engagement.

Think, pair, share—This strategy works well at group timeto ensure that each child has an opportunity to respondto questions. After posing a question, the teacher tellschildren to take a moment to think of an answer and thenturn to a partner to talk. After everyone has had achance to talk with their partners, volunteersshare a few ideas with the whole group.

Dramatic touch—Teachers can use drama andhumor to enhance child interest. For example,

to encourage children to use other words for said in theirwriting, a teacher darkened theroom, lit a flashlight, and attacheda card with the word said writtenon it to a make-believe tombstone.Then the class brainstormed otherwords they could use.

See what you can find out—Theprimary purpose of this approachis to introduce children to a newtopic, material, book, or tool. Ms.Neil used it to encourage childrento further explore a valuable re-source tool.

Quick games—Twenty Questions, I’mThinking of a Number, and othergames that capture children’sinterest can be applied to differentsubject areas and often workespecially well to keep childrenengaged during transition times.

Understanding why engagementstrategies work

Think back to the story of Ms. Neil’s classroom at thebeginning of the article. Amidst an atmosphere of energy,enthusiasm, and productivity, the children are activelyacquiring and applying skills related to using a dictionary.They are purposeful while investigating how to under-

stand and use animportant referencetool. They are re-searchers working inteams to discover,share, and organize

Characteristics ofEngaging Experiences

• activate prior knowledge• foster active investigation• promote group interaction• encourage collaboration• allow for choice• include games and humor• support mastery• nurture independent thinking• do not make children wait

Ph

oto

s ©

Elle

n B

. Sen

isi

Innovative Practice


information. Ms. Neil carefully selected the engagementstrategy See What You Can Find Out because it addressesthe purposes of her lesson:

• to expose children to new information—Ms. Neil isteaching how to learn about and use reference materials.She also addresses a third grade state literacy standard:determine the meanings and other features of words (forexample, pronunciation, syllabication, synonyms, parts ofspeech) using the dictionary and thesaurus (and CD-ROMand Internet when available).

• to promote excitement through discovery—In thislesson Ms. Neil exposes children to all that the dictionaryoffers as a research tool.

See What You Can Find Out engages children because itincludes instructional methods that fit well with howchildren learn. This approach

• activates prior knowledge—Children answer “What doyou already know about [in our example, the dictionary]?”

• requires active investigation—Children answer “Whatcan you find out about ______?”

• encourages collaboration—Children work in teams offour, divide responsibilities, and share information and

knowledge with peers.

• allows choice—Children determinehow to go about the task, what infor-mation they will gather, and how torecord it on their chart.

Using this strategy giveschildren greater responsibil-ity for their learning, aprerequisite for highachievement.

As stated earlier, researchtells us that teacher aware-ness and the use of engage-ment strategies benefitchildren tremendously. Theirinterest in learning and theirconfidence as learners willincrease, and hopefullythose children who areengaged learners in the earlygrades will bring this charac-

teristic with them as they continue in school. What’s more,teachers tell us that they themselves are energized by thechildren’s increased enthusiasm and success.

Facilitating engagement strategies

The engagement strategies you choose depend on yourpurpose, teaching style, and the children in your class-room. Regardless of the strategies selected, effectivefacilitation is a key to making them work. By facilitation wemean the techniques used to execute a strategy.

When Ms. Neil uses the See What You Can Find Outstrategy to encourage children to explore the dictionary,she facilitates the lesson by providing

• a clearly stated purpose—She lets children know theoverall purpose of the task and why they are being askedto do it: they are researchers finding out about how to usea powerful tool.

• explicit directions—Ms. Neil provides directions aboutthe what and how of the task at each step, both verballyand in writing.

• needed materials—Children have dictionaries, chartpaper, and baskets with pencils, markers, and sticky notes.

• guidance—Ms. Neil circulates among groups, asking andanswering questions as well as giving feedback.

Conclusion

Ideally, teachers should use a wide range of engagementstrategies and then masterfully facilitate their implementa-tion. Not only do engagement strategies enable teachers tocapture the interest of children as they learn the skills andconcepts necessary for success in school, but childrenalso experience what it feels like to be engaged in learn-ing—a lifelong gift.

Teachers tell us that theythemselves are energizedby the children’s increasedenthusiasm and success.

Ph

oto

s ©

Elle

n B

. Sen

isi

Innovative Practice


References

Brewster, C., & J. Fager. 2000. Increasing student engagement andmotivation: From time on task to homework. Portland, OR: North-west Regional Educational Laboratory. Online: www.nwrel.org/request/oct00/textonly.html.

Felner, R.D., A.W. Jackson, D. Kasak, P. Mulhall, S. Brand, & N.Flowers. 1997. The impact of school reform for the middle years:Longitudinal study of a network engaged in Turning Points-basedcomprehensive school transformation. Phi Delta Kappan 78(March): 528–32; 541–50.

Share your great ideas . . .The authors are writing a book with the working title

“The Power of Engagement: Facilitating Student Inter-est and Achievement.” It will be a compendium of suc-cessful engagement strategies for early childhood andelementary teachers. They want to hear about engage-ment strategies you use in your classroom so they canshare them with other teachers. Please visit the Website, www.engagingstudents.com, to share yoursuccessful strategies and to read other examples.

Copyright © 2006 by Judy R. Jablon and Michael Wilkinson. For permissions and reprints,contact Judy Jablon at [email protected].

Finn, J.D., & D.A. Rock. 1997. Academic success among studentsat risk for school failure. Journal of Applied Psychology 82 (2):221–34.

Goodlad, J.I. 2004. A place called school: Prospects for the future.20th anniversary ed. New York: McGraw-Hill.

Graham, S., & B. Weiner. 1996. Theories and principles of motiva-tion. In Handbook of educational psychology, eds. D. Berliner &R.C. Calfee, 62–84. Mahwah, NJ: Erlbaum.

Marks, H.M. 2000. Student engagement in instructional activity:Patterns in the elementary, middle and high school years.American Educational Research Journal 37 (1): 153–84.

McDermott, P.A., M. Mordell, & J.C. Stolzfus. 2001. The organiza-tion of student performance in American schools: Discipline,motivation, verbal and non-verbal learning. Journal of Educa-tional Psychology 93 (1): 65–76.

Roderick, M., & M. Engle. 2001. The grasshopper and the ant:Motivational responses of low-achieving students to high-stakestesting. Educational Evaluation Policy Analysis 23 (3): 197–227.

Rossi, R., & A. Montgomery. 1994. Education reforms and studentsat risk: A review of the current state of the art. Washington, DC:U.S. Department of Education.

Schlechty, P. 2001. Shaking up the school house: How to supportand sustain educational innovation: San Francisco: Jossey-Bass.

Willingham, W.W., J.M. Pollack, & C. Lewis. 2002. Grades and testscores: Accounting for observed differences. Journal of Educa-tional Measurement 39 (1): 1–37.

Yair, G. 2000. Reforming motivation: How the structure of instruc-tion affects students’ learning experiences. British EducationalJournal 26 (2): 191–210.

http://www.engagingstudents.com

http://www.nwrel.org

mailto:[email protected]

Instructional Practices Observer Checklist Module 7: Directions and Feedback

Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships

NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

To what extent does the teacher/staff person: Almost

always Occasionally Not

yet Not

observed Notes

1. Use directions that are short, simple and specific (i.e. “Use your walking feet”)?

2. Consistently provide positive descriptive feedback to children who follow the directions, follow the rules, engage appropriately in transitions, engage in activities (i.e. When children are observed to follow the direction follow–up by saying, “Thank you for using your walking feet, it keeps everyone safe.”)?

3. Redirect children or modify activity when children are withdrawn or off-task to more productive activities (i.e. use rhymes such as “Hocus, pocus, everybody focus” to bring attention back to teacher/activity)?

4. Check in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child)?

5. Individualize directions for children who need more support (i.e. When a child does not respond to a whole group direction such as “Get your coats and line up” the teacher repeats the direction in smaller steps – “Get your coat. [pause] Line up.”)?

6. Provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom (i.e. “I see you are having a hard time sitting in circle. Do you need a chair or would you like to go to our safe space?”)?

7. Provides choices and options when possible (i.e. choosing materials during an activity, choosing what activity will come next, and choosing a friend to sit with at lunch)?

8. Give children the opportunity to respond (i.e. provide a variety of opportunities for children to express what they know by asking open-ended questions, thumbs up/down to signify understanding, allow child to ask questions )?

9. Use reflective strategies to question his or her own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive?

Instructional Practices Teacher/Staff Self-Assessment Checklist




To what extent do I: Almost always

Occasion-ally

Not yet

1. Use directions that are short, simple and specific (i.e. “Use your walking feet”)?

2. Consistently provide positive descriptive feedback to children who follow the directions, follow the rules, engage appropriately in transitions, engage in activities (i.e. When children are observed to follow the direction follow-up by saying, ”Thank you for using your walking feet; it keeps everyone safe.”)?

3. Redirect children or modify activity when children are withdrawn or off-task to more productive activities (i.e. use rhymes such as “Hocus, pocus, everybody focus” to bring attention back to teacher/activity)?

4. Check in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child)?

5. Individualize directions for children who need more support (i.e. When a child does not respond to a whole group direction such as “Get your coats and line up” the teacher repeats the direction in smaller steps – “Get your coat. [pause] Line up.”)?

6. Provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom (i.e. “I see you are having a hard time sitting in circle. Do you need a chair, or would you like to go to our safe space?”)?

7. Provides choices and options when possible (i.e. choosing materials during an activity, choosing what activity will come next, and choosing a friend to sit with at lunch)?

8. Give child opportunity to respond (i.e. provide a variety of opportunities for children to express what they know by asking open-ended questions, thumbs up/down to signify understanding, allow child to ask questions)?

9. Use reflective strategies to question my own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive?


Effective Teacher Practices Supporting

High Quality Supportive Environments and Nurturing & Responsive Relationships NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

1

‘Instructional Practices Observed IN Teaching Standards’

for Administrators

Giving Effective Directions and Feedback Practice 1: When I observe a teacher use directions that are short, simple and specific… What early learning and development standards is he/she addressing?

• Form relationships and interact positively with familiar adults who are consistent and responsive to their needs. (ESD-3)

• Children develop awareness of basic safety rules and begin to follow them. (HPD-8) • Children understand communications from others. (LDC-1)

What teaching standards is he/she demonstrating? • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 2: When I observe a teacher consistently provide descriptive feedback to children who follow the directions…

What early learning and development standards is he/she addressing? • Children demonstrate initiative. (APL-7) • Express positive feelings about themselves and confidence in what they can do. (ESD-2) • Form relationships and interact positively with familiar adults who are consistent and responsive to

their needs. (ESD-3)


Practice 3: When I observe a teacher redirect children who are withdrawn or off-task to more productive activities…

What early learning and development standards is he/she addressing? • Show curiosity and express interest in the world around them. (APL-1) • Willing to try new and challenging experiences. (APL-5) • Maintain attentiveness and focus. (APL-8)

What teaching standards is he/she demonstrating? • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students • Standard V: Teachers reflect on their practice

Practice 4: When I observe a teacher check in with children to make sure they understand directions… What early learning and development standards is he/she addressing?

• Use variety of strategies to solve problems. (APL-6)




2

Giving Effective Directions and Feedback • Persist at challenging activities. (APL-9) • Children understand communications from others. (LDC-1) • Children ask and answer questions in order to seek help, get information, or clarify something that is not

understood. (LDC-3) • Children respond to and use a growing vocabulary. (LDC-7) • Children recall information and use it for new situations and problems. (CD-2)


Practice 5: When I observe a teacher individualize directions for children who need support…

What early learning and development standards is he/she addressing? • Persist at challenging activities. (APL-9) • Demonstrate a positive sense of self-identity and self-awareness. (ESD-1) • Children develop awareness of their needs and the ability to communicate their needs. (HPD-6)


Practice 6: When I observe a teacher provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom …

What early learning and development standards is he/she addressing? • Children recognize and respond to the needs and feelings of others. (ESD-7) • Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and

making decisions. (CD-3)


Practice 7: When I observe a teacher provide choices and options when possible…

What early learning and development standards is he/she addressing? • Children use a variety of strategies to solve problems. (APL-6) • Children demonstrate initiative. (APL-7) • Children understand the communications from others. (LDC-1) • Children recall information and use it for new situations and problems. (CD-2)

What teaching standards is he/she demonstrating? • Standard I: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 8: When I observe a teacher give children opportunities to respond…

What early learning and development standards is he/she addressing? • Children actively seek to understand the world around them. (APL-2) • Children demonstrate the social and behavioral skills needed to successfully participate in groups. (ESD-

5)




3

Giving Effective Directions and Feedback • Children recognize and respond to the needs and feelings of others. (ESD-7) • Children develop awareness of their needs and the ability to communicate their needs. (HPD-6) • Children ask and answer questions in order to seek help, get information, or clarify something that is not

understood. (LDC-3) • Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and



Practice 9: When I observe a teacher use reflective strategies to question his/her own instructional practices in order to provide short, descriptive directions and feedback that is authentic, contingent and descriptive…

What teaching standard is he/she demonstrating? • Standard V: Teachers reflect on their practice.




1

‘Instructional Practices Observed IN Teaching Standards’

for Teachers

Giving Effective Directions and Feedback Practice 1: When I use directions that are short, simple and specific…

What early learning and development standards am I addressing? • Form relationships and interact positively with familiar adults who are consistent and responsive

to their needs. (ESD-3) • Children develop awareness of basic safety rules and begin to follow them. (HPD-8) • Children understand communications from others. (LDC-1)

What teaching standards am I demonstrating? • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 2: When I consistently provide positive descriptive feedback to children who follow the directions…

What early learning and development standards am I addressing? • Children demonstrate initiative. (APL-7) • Express positive feelings about themselves and confidence in what they can do. (ESD-2) • Form relationships and interact positively with familiar adults who are consistent and responsive to

their needs. (ESD-3)


Practice 3: When I redirect children who are withdrawn or off-task to more productive activities…

What early learning and development standards am I addressing? • Show curiosity and express interest in the world around them. (APL-1) • Willing to try new and challenging experiences. (APL-5) • Maintain attentiveness and focus. (APL-8)

What teaching standards am I demonstrating? • Standard II: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students • Standard V: Teachers reflect on their practice

Practice 4: When I check in with children to make sure they understand directions…

What early learning and development standards am I addressing? • Use variety of strategies to solve problems. (APL-6) • Persist at challenging activities. (APL-9)




2

Giving Effective Directions and Feedback • Children understand communications from others. (LDC-1) • Children ask and answer questions in order to seek help, get information, or clarify something that is not

understood. (LDC-3) • Children respond to and use a growing vocabulary. (LDC-7) • Children recall information and use it for new situations and problems. (CD-2)


Practice 5: When I individualize directions for children who need support…

What early learning and development standards am I addressing? • Persist at challenging activities. (APL-9) • Demonstrate a positive sense of self-identity and self-awareness. (ESD-1) • Children develop awareness of their needs and the ability to communicate their needs. (HPD-6)


Practice 6: When I am dealing with challenging behavior and provide positive directive feedback to children who are meeting behavior expectations…

What early learning and development standards am I addressing? • Children recognize and respond to the needs and feelings of others. (ESD-7) • Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and



Practice 7: When I provide choices and options when possible…

What early learning and development standards am I addressing? • Children use a variety of strategies to solve problems. (APL-6) • Children demonstrate initiative. (APL-7) • Children understand the communications from others. (LDC-1) • Children recall information and use it for new situations and problems. (CD-2)

What teaching standards am I demonstrating? • Standard I: Teachers establish a respectful environment for a diverse population of students • Standard IV: Teachers facilitate learning for their students

Practice 8: When I give children opportunities to respond…

What early learning and development standards am I addressing? • Children actively seek to understand the world around them. (APL-2) • Children demonstrate the social and behavioral skills needed to successfully participate in groups. (ESD-

5) • Children recognize and respond to the needs and feelings of others. (ESD-7)




3

Giving Effective Directions and Feedback • Children develop awareness of their needs and the ability to communicate their needs. (HPD-6) • Children ask and answer questions in order to seek help, get information, or clarify something that is not

understood. (LDC-3) • Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and



Practice 9: When I use reflective strategies to question my own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive…

What teaching standard am I demonstrating? • Standard V: Teachers reflect on their practice.

Giving Directions: The “Big Five”

Clear & Positive

Individualized

Chance to Respond

Offer Choices

Follow Through

• Be specific • Say it positively • Tell what to do

• Draw a picture • Use visuals • Use gestures • Show how

• Break into steps • Let child summarize • “Ok to ask for help!”

• Do “this” or “that” • Work alone or with

help

• Acknowledge effort • Positive feedback • Link to the goal


1 Effective Teacher Practices Supporting


Feedback What is feedback? • Feedback falls on a continuum ranging from evaluative (i.e. judgmental) to descriptive (i.e. task-related). “At the

evaluative end of the continuum, feedback is clearly either positive or negative. At the descriptive end, feedback … is achievement or improvement focused” (Tunstall & Gipps, pp. 393).

• Quality feedback should provide information to the student relating to the task or process of learning that fills a gap between what is understood and what is aimed to be understood (Hattie & Timperley, 2007).

• Quality feedback should provide the learner with suggestions, hints or cues for how to improve (Narciss & Huth,

2004).

• Quality feedback provides clear directions and explains why the task is important. This helps children internalize the expectation and learn to self-regulate their own behavior.

• Quality feedback provides meaningful guidance that is individualized to address the child’s current

developmental needs in order to move them to the next level (Pollard, 1990).

Why is feedback important? • Quality feedback reflects common values such as the need for kindness and sharing in the classroom as well as

the importance of independence and effort in completing tasks (Tunstall & Gipps, 1996).

• Quality feedback encourages children to stay engaged in an activity by recognizing their efforts, providing opportunities for improvement and encouraging a view of mistakes as part of learning. (Ames, 1992, p. 267)

• Quality feedback is an essential component of formative assessment and is one of the primary ways we can teach a child new skills. The National Research Council reported that “One of the most important roles in assessment is the provision of timely and informative feedback to students during instruction and learning…” (NRC, 2001, p. 87).

Why is high quality feedback important? • “The quality of the verbal environment sets the stage for children’s developing perceptions of themselves and

others” (Meece & Soderman, 2010, p. 82).

• By being patient and polite in their communications with children, parents and each other teachers create a positive verbal environment in which children feel valued and special (Kostelnik et al., 2009).

• Warm expressions regarding the child’s work or engagement can play a part in classroom management and creating a community of learners (Tunstall & Gipps, 1996).




• Children who receive feedback give feedback to others. If children repeatedly hear you thank them when they

have assisted in cleaning up a center, helped wipe off the snack table, or assisted in gathering all the backpacks, they are likely to give one another compliments when a peer helps them with a backpack or takes part in gathering toys together.

Praise versus positive feedback • Positive feedback is distinctly different from praise. BOTH of these have a place in your classroom. It is nice to

hear a praise statement that tells you what a wonderful person you are! It tells a child you like them and can set up a pattern of expectation. However, excessive praise may develop dependence on outside approval. Praise uses “You Messages” such as, “You’re the best little girl in the whole world! You cleaned your room!”

• On the other hand, positive feedback helps children focus on the effort they put in to reach the goal – it reminds them that they can do it! It helps a child feel like they belong, that they are capable and appreciated. It develops a child’s confidence in his or her abilities by using effort messages such as, “Your room looks great. You worked really hard to get all of your toys put away where they belong.”

• Also note that giving feedback is not the same as a bribe. Bribes say “IF you do this, then you will get this.”

Feedback says, “I noticed you did this….you are a competent person!” From: Lehman, K. (2001). Bringing Up Kids Without Tearing Them Down Quality feedback is authentic • If you don’t mean it, don’t say it! Tone of voice, facial expressions, being down on a child’s eye level and the

timeliness of when the feedback is delivered are all variables that affect the spirit in which feedback is accepted. Give feedback for appropriate behaviors that truly happened so it doesn’t feel phony.

• Our enthusiasm when we deliver feedback conveys to young children that we are paying attention to them, that their behavior matters to us, and that we celebrate their accomplishments. Think of the number of times you have heard a young child say, “Teacher, I did it!!!” It makes us smile just remembering the enthusiasm of young children when they have mastered a new skill or tried something that they have never done before.

• When offering choices make sure the choices are authentic and will allow children to make decisions about their

own actions. Avoid offering choices to manipulate the child into making appropriate choices. Adults need to be prepared to follow through with the child’s decision. (Meece & Soderman, 2010).

• Giving nonverbal feedback/acknowledgment or signs of appreciation is an important strategy that we often

overlook. Providing children with “warm fuzzies” might include hugs, high fives, winks, and thumbs-ups.




Quality feedback is contingent • Responses should be contingent on the behavior demonstrated. It is given for a reason! Constantly saying “good

job” isn’t effective. So when you observe Patrick washing his hands before lunch, you can give him positive feedback with a thumbs-up and verbally describing what he did. This feedback helps children know exactly what the behavior is that you would like to see repeated.

• Children need to be encouraged for their efforts as well as their successes. For example, Maggie, a child with special needs in your classroom, who really struggles with self-help skills, would be encouraged to try and put her shoes on, even if it means just getting her toes inside the shoes.

• The child’s current understanding should be the basis for hints and assistance provided by the teacher to allow the child to be successful in completing a task. For example, the child may be struggling to open a cereal container and the teacher asks questions such as, “I wonder what would happen if you held the container with one hand here.” This task may require several back and forth exchanges with the teacher adjusting her feedback as the child progresses.

• Feedback and encouragement should be individualized for each child. For example, some children may not feel

comfortable being encouraged in front of a group while others may really like to be encouraged in front of a group of peers. We have to look at the individual preferences of children. There also may be cultural variations on what is typical and/or acceptable. For example, a child raised in a culture more oriented toward the group than the individual may not experience individual praise often. It is important to talk with families to ensure we understand these cultural differences.

Quality feedback is descriptive • Descriptive feedback not only reinforces the behavior but it also explains why it is important. For example, saying

, “Thank you for pushing in your chair” is descriptive but saying, “Thank you for pushing in your chair; it keeps everyone safe” helps the child internalize why following directions is necessary. Descriptive feedback provides clarification after a student gives a partially correct or incorrect response. The feedback is individualized for the student and specific to the learning context. For example, when students are planting flowers during a small group activity and the teacher notices that one student pours too much water in the pot. She might say, “You put a lot of water in there. When you put too much water in the pot, the soil is too wet and the seed cannot grow very well. Let’s try it again with a little less water so the seed can grow to be a plant.”

• Descriptive feedback provides a means for the teacher to draw the child into conversations regarding their work and help them reflect on progress. For example, the teacher might say, “You wrote all the letters in your name! Let’s look back at how you wrote your name at the beginning of the year. Do you notice any improvements?”

• Descriptive feedback gives clear messages about teacher expectations and the basis for success. For example,

“That’s right. When you sound out ‘c’ ‘a’‘t’, you get the word ‘cat.’ ”




Reflection questions 1. Describe the difference between evaluative feedback and descriptive feedback. How might each type of

feedback affect motivation of children in the classroom? How might it impact their sense of self? Consider whether the feedback you give is primarily evaluative or descriptive. Do you need to make changes in order for you feedback to be more descriptive? Why are these changes important for the children in your classroom?

2. Describe the type of feedback you currently use in your classroom. Is it authentic, contingent and descriptive? What changes to you need to make to improve the quality of the feedback you are giving children in your classroom?

3. Think of a scenario in your classroom in which you need to provide feedback in order to increase engagement.

Write out three examples of feedback you could provide in that situation. Share these statements with another teacher and discuss whether the statements are authentic, contingent, and descriptive.

References

Ames, C. (1992). Classrooms: Goals, structure and student motivation. Journal of Educational Psychology, 84(3), pp. 261-271.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81-112. Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin Press. Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from

https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k Kostelnik, M. J., Whiren, A. K., Soderman, A. K. & Gregory, K. (2009). Guiding children’s social development: Theory to

practice (6th Ed.) Clifton Park, NY: Thomas-Delmar. Lehman, K. (2001). Bringing Up Kids Without Tearing Them Down. Nashville, TN: Thomas Nelson. Meece, D. & Soderman, A. (2010). Positive verbal environments: Setting the stage for young children’s social

development. Young Children, 65(5), pp. 81-86. Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multimedia learning. In H. M. Niegemann,

D. Leutner, & R. Brunken (Ed.), Instructional design for multimedia learning (pp. 181–195). Munster, New York: National Research Council. (2001b). Knowing what students know: The science and design of educational assessment.

Committee on the Foundations of Assessment. J. Pellegrino, N. Chudowsky, and R. Glaser (Eds.). Board on Testing and Assessment. Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k




Pollard, A. (1990). Towards a sociology of learning in primary school. British Journal of Sociology Education, 11(3), pp. 241-256.

Tunstall, P. & Gipps, C. (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British

Educational Research Journal, 22(4), pp. 389-404. Waxmann. Timm, M. & Doubet, S. (2007). Acknowledging Children’s Positive Behavior. Retrieved from

http://csefel.vanderbilt.edu/briefs/wwb_22.pdf.

http://csefel.vanderbilt.edu/briefs/wwb_22.pdf

Post-learning Activities: Extension into the Classroom Module 7: Directions and Feedback



You have a handout titled Giving Directions – The Big Five. Take a look at this information and think about your own practices. As you read through the information, think about how you use “The Big Five” to give directions in your classroom. 1. List examples of directions you would like to see the whole class target. What activities will lend themselves to

teaching directions within the classroom? List materials and supports you may need for implementation (i.e. visual representations of directions, social stories focusing on a specific direction, etc.) What type of formative assessment will you use to determine current understanding of directions for the whole class? How will you record observations/data?

2. What “Big 5” strategies will you implement to support children in following directions in the classroom? How will

you use feedback to help move children to the next level? Are there any priorities for implementation?

3. Consider how you will individualize directions for specific children in your classroom. What activities will lend

themselves to implementation with a specific child? Consider what activities are motivating for that child? List materials or supports you may need for implementation with specific children (i.e. visual representations of directions, social stories focusing on a specific direction, etc.) What type of formative assessment can you use to determine current understanding of directions for the targeted child(ren)? How will you record observations/data?

Module 7 – References and Resources

Conn-Powers, M., Cross, A. F., Traub, E. K., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Young Children, 61(5). Retrieved from http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf

Gartrell, D. (1997). Beyond discipline to guidance. Young Children, 52(6), pp. 34-42

Jablon, J. R., & Wilkinson, M. (2006). Using engagement strategies to facilitate children’s learning and success. Young Children, 61(2), pp. 12–16. Retrieved from http://www.naeyc.org/files/yc/file/200603/JablonBTJ.pdf

Jung, C. G. (1939). The integration of the personality. New York, NY: Farrar & Rinehart.

North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Education Research Journal, 45(2), pp. 365-397.

http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf

http://www.naeyc.org/files/yc/file/200603/JablonBTJ.pdf

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

Date post:	18-Mar-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

NC Foundations for Early Learning and Development...

Documents