All Things CLASS

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others. 

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Quality of feedback is so important, do you have any information that focuses on the reflective process of feedback?

------------------------------
Ayesha Morin
San Antonio TX
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

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.

------------------------------
Dorothy Fredrick
Colorado Springs CO
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Child is playing with teddy bear manipulatives. You notice that they have stacked them according to color.
T- "Sandy, I see you are sorting together all the same colors. The red, the green, the yellow, the blue." (points to each color as she says them.
T- "Can you show me which color you like best?"
Sandy points to the red group.
T- "Oh I see you like the color red the best. I like red too. Remember yesterday we made playdough and we made it red?"
She nods.
T- "Lets count how may red teddy bears there are. Can you help?"
T and Sandy point to each one as they count up to 6. As T says the number Sandy repeats.
T- "There are six red teddy bears. Which group has more? The red or the blue?"
Sandy points at the blue group.
T- "You are right, there are more blue ones! Can we count those too?"
Together they count the bears there are 10.
T- "Sandy 10 is more than 8. I like counting with you."
T- "So what do we know about bears?"
Sandy picks it up and makes a growling sound.
T picks another up and growls too.
T- "You're right. Real bears do growl. And they live in the forest."
Sandy gets up and goes to the library and brings back a book they read the day before.
T- "Oh you are right, that is a book about bears. We read it yesterday at story time, after we ate snack."
Sandy, "Oranges."
T- "We did have oranges, they were cut up into sections."
Sandy nods.
T- "Should we read the bear book together?"
Sandy nods and says "yes".
They read the book together.

I had a child with selective mutism in my classroom one year. They key with her was to act casual and not bring attention to the fact that she didn't talk that much. To pick up on non verbal cues, and make her feel comfortable and supported. To provide her with opportunities for input in a way that didn't call attention to the issue. And all the while I made sure to use a language with her. 

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
------------------------------

Original Message:
Sent: 06-26-2019 15:26
From: Dorothy Fredrick
Subject: Quality of Feedback questions

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.

------------------------------
Dorothy Fredrick
Colorado Springs CO

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

I really appreciate the reminder that feedback can be in response to children's nonverbal actions or responses. Too often when shadowing observers I see that they tend to overlook feedback loops that don't involve child language and only "count" verbal exchanges. Nice to be reminded that quality of feedback is more inclusive of the varied ways that young children respond. I always try to stress this when I train observers. ​

------------------------------
Renee Casbergue
Baton Rouge LA
------------------------------

Original Message:
Sent: 07-02-2019 11:56
From: Jennifer Haessly
Subject: Quality of Feedback questions

Child is playing with teddy bear manipulatives. You notice that they have stacked them according to color.
T- "Sandy, I see you are sorting together all the same colors. The red, the green, the yellow, the blue." (points to each color as she says them.
T- "Can you show me which color you like best?"
Sandy points to the red group.
T- "Oh I see you like the color red the best. I like red too. Remember yesterday we made playdough and we made it red?"
She nods.
T- "Lets count how may red teddy bears there are. Can you help?"
T and Sandy point to each one as they count up to 6. As T says the number Sandy repeats.
T- "There are six red teddy bears. Which group has more? The red or the blue?"
Sandy points at the blue group.
T- "You are right, there are more blue ones! Can we count those too?"
Together they count the bears there are 10.
T- "Sandy 10 is more than 8. I like counting with you."
T- "So what do we know about bears?"
Sandy picks it up and makes a growling sound.
T picks another up and growls too.
T- "You're right. Real bears do growl. And they live in the forest."
Sandy gets up and goes to the library and brings back a book they read the day before.
T- "Oh you are right, that is a book about bears. We read it yesterday at story time, after we ate snack."
Sandy, "Oranges."
T- "We did have oranges, they were cut up into sections."
Sandy nods.
T- "Should we read the bear book together?"
Sandy nods and says "yes".
They read the book together.

I had a child with selective mutism in my classroom one year. They key with her was to act casual and not bring attention to the fact that she didn't talk that much. To pick up on non verbal cues, and make her feel comfortable and supported. To provide her with opportunities for input in a way that didn't call attention to the issue. And all the while I made sure to use a language with her. 

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA

Original Message:
Sent: 06-26-2019 15:26
From: Dorothy Fredrick
Subject: Quality of Feedback questions

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.

------------------------------
Dorothy Fredrick
Colorado Springs CO

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

This is great information! I had never take the non-verbal clues into consideration in the quality of feedback.

------------------------------
Fran Birgs
------------------------------

Original Message:
Sent: 07-03-2019 11:05
From: Renee Casbergue
Subject: Quality of Feedback questions

I really appreciate the reminder that feedback can be in response to children's nonverbal actions or responses. Too often when shadowing observers I see that they tend to overlook feedback loops that don't involve child language and only "count" verbal exchanges. Nice to be reminded that quality of feedback is more inclusive of the varied ways that young children respond. I always try to stress this when I train observers. ​

------------------------------
Renee Casbergue
Baton Rouge LA

Original Message:
Sent: 07-02-2019 11:56
From: Jennifer Haessly
Subject: Quality of Feedback questions

Child is playing with teddy bear manipulatives. You notice that they have stacked them according to color.
T- "Sandy, I see you are sorting together all the same colors. The red, the green, the yellow, the blue." (points to each color as she says them.
T- "Can you show me which color you like best?"
Sandy points to the red group.
T- "Oh I see you like the color red the best. I like red too. Remember yesterday we made playdough and we made it red?"
She nods.
T- "Lets count how may red teddy bears there are. Can you help?"
T and Sandy point to each one as they count up to 6. As T says the number Sandy repeats.
T- "There are six red teddy bears. Which group has more? The red or the blue?"
Sandy points at the blue group.
T- "You are right, there are more blue ones! Can we count those too?"
Together they count the bears there are 10.
T- "Sandy 10 is more than 8. I like counting with you."
T- "So what do we know about bears?"
Sandy picks it up and makes a growling sound.
T picks another up and growls too.
T- "You're right. Real bears do growl. And they live in the forest."
Sandy gets up and goes to the library and brings back a book they read the day before.
T- "Oh you are right, that is a book about bears. We read it yesterday at story time, after we ate snack."
Sandy, "Oranges."
T- "We did have oranges, they were cut up into sections."
Sandy nods.
T- "Should we read the bear book together?"
Sandy nods and says "yes".
They read the book together.

I had a child with selective mutism in my classroom one year. They key with her was to act casual and not bring attention to the fact that she didn't talk that much. To pick up on non verbal cues, and make her feel comfortable and supported. To provide her with opportunities for input in a way that didn't call attention to the issue. And all the while I made sure to use a language with her. 

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA

Original Message:
Sent: 06-26-2019 15:26
From: Dorothy Fredrick
Subject: Quality of Feedback questions

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.

------------------------------
Dorothy Fredrick
Colorado Springs CO

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

@Jennifer Haessly



APPLAUSE!!!​

------------------------------
Susan Hinman Waldman
Practice Based Coach
Communities United Inc.
Watertown, MA
------------------------------

Original Message:
Sent: 07-02-2019 11:56
From: Jennifer Haessly
Subject: Quality of Feedback questions

Child is playing with teddy bear manipulatives. You notice that they have stacked them according to color.
T- "Sandy, I see you are sorting together all the same colors. The red, the green, the yellow, the blue." (points to each color as she says them.
T- "Can you show me which color you like best?"
Sandy points to the red group.
T- "Oh I see you like the color red the best. I like red too. Remember yesterday we made playdough and we made it red?"
She nods.
T- "Lets count how may red teddy bears there are. Can you help?"
T and Sandy point to each one as they count up to 6. As T says the number Sandy repeats.
T- "There are six red teddy bears. Which group has more? The red or the blue?"
Sandy points at the blue group.
T- "You are right, there are more blue ones! Can we count those too?"
Together they count the bears there are 10.
T- "Sandy 10 is more than 8. I like counting with you."
T- "So what do we know about bears?"
Sandy picks it up and makes a growling sound.
T picks another up and growls too.
T- "You're right. Real bears do growl. And they live in the forest."
Sandy gets up and goes to the library and brings back a book they read the day before.
T- "Oh you are right, that is a book about bears. We read it yesterday at story time, after we ate snack."
Sandy, "Oranges."
T- "We did have oranges, they were cut up into sections."
Sandy nods.
T- "Should we read the bear book together?"
Sandy nods and says "yes".
They read the book together.

I had a child with selective mutism in my classroom one year. They key with her was to act casual and not bring attention to the fact that she didn't talk that much. To pick up on non verbal cues, and make her feel comfortable and supported. To provide her with opportunities for input in a way that didn't call attention to the issue. And all the while I made sure to use a language with her. 

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA

Original Message:
Sent: 06-26-2019 15:26
From: Dorothy Fredrick
Subject: Quality of Feedback questions

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.

------------------------------
Dorothy Fredrick
Colorado Springs CO

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

I have some pre-k  teachers who need to prompt thought processes more often in their classrooms.  I also have another teacher who could benefit from some scaffolding techniques  .

------------------------------
Gillian
NY
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

These are great questions! Any others? Or from the perspective of an Observer?

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

As an observer, meal times are always a struggle for teachers. In an effort to "get things done" teachers tend to stop interacting with students. The last site I was observing was doing very well; and in the first two observations they scored averages in the 5s for Instructional Support. Then at lunch that dropped to the 3s. 
Later I spent some time modeling in the classroom during mealtime. The teachers knew what I was up to and commented they realized that they didn't do as great at mealtime, but they are so busy. This opened up a discussion on mealtimes and transitions; and the importance of interactions during these significant periods of time.

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
------------------------------

Original Message:
Sent: 07-01-2019 10:14
From: Liz Savage
Subject: Quality of Feedback questions

These are great questions! Any others? Or from the perspective of an Observer?

------------------------------
Liz Savage
Community Manager
Teachstone

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message------

As an observer, meal times are always a struggle for teachers. In an effort to "get things done" teachers tend to stop interacting with students. The last site I was observing was doing very well; and in the first two observations they scored averages in the 5s for Instructional Support. Then at lunch that dropped to the 3s. 
Later I spent some time modeling in the classroom during mealtime. The teachers knew what I was up to and commented they realized that they didn't do as great at mealtime, but they are so busy. This opened up a discussion on mealtimes and transitions; and the importance of interactions during these significant periods of time.

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
------------------------------

I  agree that meals are tough, but I also wonder whether or not giving children more active roles (within the confines of regulations) might decrease the work load on teachers and give them a bit more time for interactions?

------------------------------
Sarah Hadden
Senior Advisor, Research and Professional Services
Teachstone
------------------------------

Original Message:
Sent: 07-03-2019 10:43
From: Andrea Smith
Subject: Quality of Feedback questions

Fortunately our mealtimes are in the school cafeteria, which gives me the perfect opportunity to have those good quality conversations with my students. Usually our conversations are centered around something we are working on in the classroom or things they are doing at home. My students also like to take this opportunity to ask questions about my family life. Not only is this an opportunity to bond with students, but you can also learn so much about your students' needs and provide the effective feedback needed to improve your instructional support.

St. Martin School District's technology resources are being monitored and email communication (sent and received) are being archived for every user as required by law. This email (including attachments) may contain confidential information, may be legally privileged and is intended only for the addressee(s) named above. If you are not the intended recipient, any disclosure, copying, distribution or use of contents of this information is prohibited. If you receive this email in error, please reply to the message immediately informing the sender that the message was misdirected, and destroy all copies of the message.

Original Message------

As an observer, meal times are always a struggle for teachers. In an effort to "get things done" teachers tend to stop interacting with students. The last site I was observing was doing very well; and in the first two observations they scored averages in the 5s for Instructional Support. Then at lunch that dropped to the 3s.
Later I spent some time modeling in the classroom during mealtime. The teachers knew what I was up to and commented they realized that they didn't do as great at mealtime, but they are so busy. This opened up a discussion on mealtimes and transitions; and the importance of interactions during these significant periods of time.

------------------------------
Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
------------------------------

I see connections with quality of feedback and inquiry-oriented teaching practices.  I was reading this article and I know it is geared at older students with specifics to science, but it speaks to changing mind frames from the traditional methods to methods that employ the student's knowing their responsibilities with learning and building on that in a cooperative way that resonates with the methods of CLASS, at least this is my perception.  What are your thoughts?  How does this make your curious?

Teachers being seen as facilitators while pointing out that questioning is expected in the learning environment backs up the why and how of the benefits of feedback.  The table within the article that compares inquiry to traditional drove the point home for me.  Seeing it in this way gave clarity.  Does anyone have a different perspective?  Feel free to share, I think any dialogue will help with understanding.

------------------------------
Ayesha Morin
San Antonio TX
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

That chart was interesting @Ayesha Morin! I think a lot of the intended interpretations are appropriate for any age level, like this one- "teacher appears to believe that the student has something uniquely valuable to share, and is providing an opportunity for other students to learn from someone other than the teacher"

This blog post that's focused on Early Childhood, says many of the same things: http://inservice.ascd.org/guided-inquiry-in-early-childhood-teaching-and-learning/

​In inquiry-driven classrooms, teacher questioning patterns associated with traditional models of teaching-"Who can tell me the answer?"-are set aside in favor of open-ended exploratory questioning-"What is happening here?"; "How do you know that?"; and "What else do we need to know?"

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message:
Sent: 07-15-2019 12:38
From: Ayesha Morin
Subject: Quality of Feedback questions

I see connections with quality of feedback and inquiry-oriented teaching practices.  I was reading this article and I know it is geared at older students with specifics to science, but it speaks to changing mind frames from the traditional methods to methods that employ the student's knowing their responsibilities with learning and building on that in a cooperative way that resonates with the methods of CLASS, at least this is my perception.  What are your thoughts?  How does this make your curious?

Teachers being seen as facilitators while pointing out that questioning is expected in the learning environment backs up the why and how of the benefits of feedback.  The table within the article that compares inquiry to traditional drove the point home for me.  Seeing it in this way gave clarity.  Does anyone have a different perspective?  Feel free to share, I think any dialogue will help with understanding.

------------------------------
Ayesha Morin
San Antonio TX

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

I appreciate that article:  10 strategies and practices that can help all students overcome barriers.  I paraphrased the main points and asked some questions throughout.  What are your thoughts?  How does this make you curious?
1.  Build relationships.  Without connection, what do we have?
2.  Be intentional with your lesson plans.  Think about and plan for what engages your students.  What does that look like?
3.  Use a balanced data approach.  How can you leverage data to improve outcomes?
4.  Have high and consistent expectations.  How can you not hold anyone back?  Be mindful of where your students come from.
5.  Scaffold instruction to grade level standards.  How do you provide intervention outside the core curriculum?
6.  Teach vocabulary explicitly.  Where do you look for opportunities to be intentional with vocabulary?  How is it varied?  Think in terms of being specific with a focus on meaning and comprehension.
7.  Get your students engaged and excited.  How can you capture their attention?  Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.
8.  Reflect and reflect often.  Simple journal responses are a great way to incorporate this in the classroom.  What activities can you think of for reflection?
9.  Provide multiple opportunities.  Strive to embed learning.  How can we help students to learn from mistakes?  What is your view on mistakes?
10.  Don't be afraid to be vulnerable.  It is ok to show you are human?  What does being human look like to you?

------------------------------
Ayesha Morin
San Antonio TX
------------------------------

Original Message:
Sent: 07-18-2019 15:55
From: Liz Savage
Subject: Quality of Feedback questions

That chart was interesting @Ayesha Morin! I think a lot of the intended interpretations are appropriate for any age level, like this one- "teacher appears to believe that the student has something uniquely valuable to share, and is providing an opportunity for other students to learn from someone other than the teacher"

This blog post that's focused on Early Childhood, says many of the same things: http://inservice.ascd.org/guided-inquiry-in-early-childhood-teaching-and-learning/

​In inquiry-driven classrooms, teacher questioning patterns associated with traditional models of teaching-"Who can tell me the answer?"-are set aside in favor of open-ended exploratory questioning-"What is happening here?"; "How do you know that?"; and "What else do we need to know?"

------------------------------
Liz Savage
Community Manager
Teachstone

Original Message:
Sent: 07-15-2019 12:38
From: Ayesha Morin
Subject: Quality of Feedback questions

I see connections with quality of feedback and inquiry-oriented teaching practices.  I was reading this article and I know it is geared at older students with specifics to science, but it speaks to changing mind frames from the traditional methods to methods that employ the student's knowing their responsibilities with learning and building on that in a cooperative way that resonates with the methods of CLASS, at least this is my perception.  What are your thoughts?  How does this make your curious?

Teachers being seen as facilitators while pointing out that questioning is expected in the learning environment backs up the why and how of the benefits of feedback.  The table within the article that compares inquiry to traditional drove the point home for me.  Seeing it in this way gave clarity.  Does anyone have a different perspective?  Feel free to share, I think any dialogue will help with understanding.

------------------------------
Ayesha Morin
San Antonio TX

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

I have a question about how this all relates to the data we are required to collect with CLIEngage.  I haven't attended my first training with teachstone yet, but was asked to jump in a discussion and CLI gives valuable data but it also is time consuming. I love how parents have tools in CLI to work with their child at home and it really does help families be apart of children's learning.  We also post many things on our pages showing their students learning.  In addition to the daily data we send home to parents, we are also required to send home additional progress reports every three weeks to parents-is this giving us a tool to help get that data out to parents as well? I'm looking forward to this information, Jamie

------------------------------
Jamie Flaniken
Pre-k Teacher
Jacksboro
------------------------------

Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

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Liz Savage
Community Manager
Teachstone
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Original Message------

I have a question about how this all relates to the data we are required to collect with CLIEngage.  I haven't attended my first training with teachstone yet, but was asked to jump in a discussion and CLI gives valuable data but it also is time consuming. I love how parents have tools in CLI to work with their child at home and it really does help families be apart of children's learning.  We also post many things on our pages showing their students learning.  In addition to the daily data we send home to parents, we are also required to send home additional progress reports every three weeks to parents-is this giving us a tool to help get that data out to parents as well? I'm looking forward to this information, Jamie

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Jamie Flaniken
Pre-k Teacher
Jacksboro
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Good Morning,
Thanks Liz. Quality of feedback is a big deal, as well as, self talk/parallel talk. Thanks again


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Fran Birgs
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Original Message:
Sent: 06-26-2019 10:35
From: Liz Savage
Subject: Quality of Feedback questions

Quality of feedback! Effective feedback helps students reach a deeper understanding of concepts and motivates them to stay engaged in the lesson. But it can be hard to do well. We're planning content⁠-blog posts, info sheets, etc. to share what's worked for others.

Do you have questions you'd like us to cover? Perhaps a specific indicator you or your teachers struggle with? Is there a time in the day it's harder to incorporate feedback? We'll try to cover Toddler, PreK, and K-3, so if you're focused on a specific age group, let me know! 

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Liz Savage
Community Manager
Teachstone
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