pk intro ppt_v2.2
DESCRIPTION
An introduction to the CLASS Classroom Assessment Scoring SystemTRANSCRIPT
Copyright © 2011, Teachstone Training, LLC. All Rights Reserved
Introduction to the Pre-K Classroom Assessment Scoring System™
Copyright © 2011 Teachstone Training, LLC. All rights reserved.
What is Teachstone?
• Founded in 2008 by two of the authors of the CLASS™, Bob Pianta and Bridget Hamre
• Focused on improving education through evidence-based teaching and learning tools
• Committed to supporting teaching and learning
• www.teachstone.com
Copyright © 2011 Teachstone Training, LLC. All rights reserved.
Objectives
Participants will
• Know how the CLASS is organized and what it measures.
• Understand the connections among effective teacher-student interactions, the CLASS, and students’ learning and development.
• Understand the various uses of the CLASS.
• Identify and discuss effective teacher-student interactions.
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Warm-up
What makes classrooms effective?
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Students’ Academic &
Social Development
Elements of ClassroomsInfluencing Learning
How?
PROCESS
Implementation
Relationships
Academic & Social Interactions
What? Who? Where?
STRUCTURE
Curriculum
Standards
Materials
Training and Education
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What is the CLASS?
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The Classroom Assessment Scoring System (CLASS) is a research-based observation tool used to help teachers and schools improve the effectiveness of classroom interactions.
Copyright © 2011 Teachstone Training, LLC. All rights reserved.
Creating a Shared Lens
The CLASS provides a common language and shared lens for teachers, coaches, observers, researchers, and administrators.
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Uses of the CLASS
Teacher Preparation and Education
Professional Development
Program Monitoring
Research and Evaluation
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CLASS Observations
• A Certified CLASS Observer observes for four 20-minute cycles.
• After the 20-minute observation, observers spend 10 minutes assigning codes to each CLASS dimension.
• Observations generally take place in the morning.
• Your supervisor can provide you with specific information on how the CLASS will be used in your program.
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Evidence-Based Professional Development
The CLASS is aligned with professional development programs.
Like the CLASS, these programs• Rely on scientific evidence about teaching
practices that boost students’ social and academic performance.
• Link research to classroom practices.
• Improve teachers’ efficacy in the classroom.
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“[The CLASS] has changed the way I teach in the sense that it has made me more patient and confident … I have become more productive in my lessons, and now it has become easier for me to instruct, maintain good classroom organization, and provide a positive climate.”
- Kindergarten teacher after participating in
CLASS professional development
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How is the CLASS organized?
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Interactions and Effective Teaching
The CLASS lens organizes effective classroom interactions into three broad categories or domains.
CLASSROOM INTERACTIONS
EMOTIONAL SUPPORT
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORT
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CLASS Domains
EMOTIONAL SUPPORT
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORTDOMAIN
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CLASS Domains and Dimensions
EMOTIONAL SUPPORT
Positive ClimateNegative Climate
Teacher SensitivityRegard for Student
Perspectives
CLASSROOM ORGANIZATION
Behavior ManagementProductivity
Instructional Learning Formats
INSTRUCTIONAL SUPPORT
Concept DevelopmentQuality of FeedbackLanguage Modeling
DOMAIN
DIMENSION
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CLASS Domains, Dimensions, and Indicators
EMOTIONAL SUPPORT
Positive ClimateNegative Climate
Teacher SensitivityRegard for Student
Perspectives
Example – Positive Climate:
RelationshipsPositive AffectPositive CommunicationRespect
CLASSROOM ORGANIZATION
Behavior ManagementProductivity
Instructional Learning Formats
Example – Behavior Management:
Clear Behavior ExpectationsProactiveRedirection of MisbehaviorStudent Behavior
INSTRUCTIONAL SUPPORT
Concept DevelopmentQuality of FeedbackLanguage Modeling
Example – Concept Development:
Analysis and ReasoningCreatingIntegrationConnections to the Real World
DOMAIN
DIMENSION
INDICATOR
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CLASS Domains, Dimensions, Indicators, and Behavioral Markers
EMOTIONAL SUPPORT
Positive ClimateNegative Climate
Teacher SensitivityRegard for Student
Perspectives
Example – Positive Climate:
RelationshipsPositive AffectPositive CommunicationRespect
Example – Relationships: proximity, shared activities
CLASSROOM ORGANIZATION
Behavior ManagementProductivity
Instructional Learning Formats
Example – Behavior Management:
Clear Behavior ExpectationsProactiveRedirection of MisbehaviorStudent Behavior
Example –Clear Behavior Expectations: consistency, clarity
INSTRUCTIONAL SUPPORT
Concept DevelopmentQuality of FeedbackLanguage Modeling
Example – Concept Development:
Analysis and ReasoningCreatingIntegrationConnections to the Real World
Example – Analysis and Reasoning: why/how questions
DOMAIN
DIMENSION
INDICATOR
BEHAVIORIALMARKER
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What does the research related to the CLASS reveal?
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Predicting Children’s Development in Pre-K
Changes in Children’s Development from Beginning to End of Preschool
Emotional Support Instructional Support ECERS-R Total
Receptive Language ✓Expressive Language ✓ ✓Rhyming ✓Letter Naming ✓Math Skills ✓Social Competence ✓Behavior Problems ✓
Mashburn, et al. (2008)
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CLASS Data by Domain
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CLASS Dimensions
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What Is Emotional Support?
Emotional Support
Positive Climate
Negative Climate
Teacher Sensitivity
Regard for Student Perspectives
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Emotional Support Domain
How teachers help children develop
• Warm, supportive relationships with teachers and peers
• Enjoyment of and excitement about learning
• Motivation to engage in learning activities
• Feelings of comfort in the classroom
• Willingness to accept academic and social challenges
• Appropriate levels of autonomy
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What is Classroom Organization?
Classroom Organization
Behavior Management
Productivity
Instructional Learning Formats
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Classroom Organization Domain
How teachers help children
• Develop skills to regulate their own behavior.
• Get the most out of each school day.
• Maintain interest in learning activities.
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What Is Instructional Support?
Instructional Support
Concept Development
Quality of Feedback
Language Modeling
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Instructional Support Domain
How teachers help students
• Learn to solve problems, reason, and think.
• Use feedback to expand and deepen skills and knowledge.
• Develop more complex language skills.
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Concept Development
How teachers promote students’ higher-order thinking skills in contrast to a focus on rote instruction
• Analysis and Reasoning
• Creating
• Integration
• Connections to the Real World
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Concept Development Video
Predicting and Experimenting with Eggs
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Instructional Support Domain Activity
Concept Development
Quality of Feedback
Language Modeling
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Putting It All Together—Video Observation
Building Blocks and Washing Hands
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Conclusion
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The CLASS and You
“[The CLASS] has changed the way I...”
How does what you learned about the CLASS connect with your work?