All Things CLASS

I feel like I've gotten mixed responses to this question, so hopefully I can get some clarification. I know that when we're observing we need to see each of the indicators, unless it's not observed, like transitions. I guess what I need clarification on is if we need to see each of the behavioral markers as well? For example, under analysis and reasoning under Concept Development, do we need to see why/how questions, problem solving, prediction/experimentation, classification/comparison and evaluation in order for them to get in the high range? Or is it basically just saying that those are the types of behaviors that we could possibly see?

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Jenny Cowley
Provo UT
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Good morning @Jenny Cowley!

The behavioral markers are examples only, and should not be factored into your observation. You want to get down to the Indicator level when coding, but behavioral markers may or may not be observed, and can vary based upon demographics/culture of the classroom.

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Erin Sabina
Charlottesville VA
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Original Message:
Sent: 03-08-2019 15:14
From: Jenny Cowley
Subject: Behavioral Indicators

I feel like I've gotten mixed responses to this question, so hopefully I can get some clarification. I know that when we're observing we need to see each of the indicators, unless it's not observed, like transitions. I guess what I need clarification on is if we need to see each of the behavioral markers as well? For example, under analysis and reasoning under Concept Development, do we need to see why/how questions, problem solving, prediction/experimentation, classification/comparison and evaluation in order for them to get in the high range? Or is it basically just saying that those are the types of behaviors that we could possibly see?

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Jenny Cowley
Provo UT
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Original Message------

I feel like I've gotten mixed responses to this question, so hopefully I can get some clarification. I know that when we're observing we need to see each of the indicators, unless it's not observed, like transitions. I guess what I need clarification on is if we need to see each of the behavioral markers as well? For example, under analysis and reasoning under Concept Development, do we need to see why/how questions, problem solving, prediction/experimentation, classification/comparison and evaluation in order for them to get in the high range? Or is it basically just saying that those are the types of behaviors that we could possibly see?

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Jenny Cowley
Provo UT
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@Mary-Margaret Gardiner This is a great reminder as I get ready to recertify!  Thanks for sharing :)​

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Sheila Dandeneau
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Original Message:
Sent: 03-11-2019 11:28
From: Mary Margaret Gardiner
Subject: Behavioral Indicators

Hi all;  

Erin Sabina you are correct!  Here's a blog post I did about markers...https://info.teachstone.com/blog/behavioral-markers-the-good-the-bad-and-the-ugly

Mary-Margaret Gardiner | Affiliate Specialist

675 Peter Jefferson Parkway Ste 400
Charlottesville, VA 22911

mary.gardiner@teachstone.com

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Original Message------

I feel like I've gotten mixed responses to this question, so hopefully I can get some clarification. I know that when we're observing we need to see each of the indicators, unless it's not observed, like transitions. I guess what I need clarification on is if we need to see each of the behavioral markers as well? For example, under analysis and reasoning under Concept Development, do we need to see why/how questions, problem solving, prediction/experimentation, classification/comparison and evaluation in order for them to get in the high range? Or is it basically just saying that those are the types of behaviors that we could possibly see?

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Jenny Cowley
Provo UT
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