Effective Teacher Practices Supporting
High Quality Supportive Environments and
Nurturing & Responsive Relationships
2015
Module 7: Directions and Feedback
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Review of Pre-learning Assignment
• Review instructional practices from
self-assessment and share strategies.
• Why is engagement important?
• What does the research tell us about
why engagement in learning is critical
for a child’s success in school?
• Describe a recent classroom activity
and how you used these facilitation
techniques to engage children:
o providing a clearly stated purpose,
o giving explicit directions,
o providing needed materials, and
o giving feedback.
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Following Directions
Think about times you
followed directions.
• What helped you follow
the directions?
• What was not so helpful?
• How did you feel when
you understood the
directions and were able
to follow them easily?
• How did you feel when
you didn’t understand
the directions?
3
AHA Moment
4
Objectives
• Understand how to use instructional practices
related to giving directions and feedback that
promote children’s learning
• Understand how to involve families in practices
related to giving directions and feedback that
promote children’s learning
5
Objectives
• Understand how to conduct formative assessment
related to giving directions and feedback that
promote children’s learning
• Understand how to articulate the relationships
between targeted instructional practices, NC
Foundations for Early Learning and Development,
and NC Professional Teaching Standards
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The “Big 5” Rules of Giving Directions
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Instructional Practices Checklist
Giving Directions –
The “Big 5”
Instructional
Practices Checklist
Included in your handouts
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Following Classroom Directions
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Instructional Practices Checklist
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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Following Classroom Directions
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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iPoints
Included in your handouts
14
Relationship between Foundations
and NC Standard Course of Study
Kindergarten
Older Preschool
Children ask
and answer
questions in
order to seek
help, get
information, or
clarify
something that
is not
understood.
Children confirm
understanding
of a text read
aloud or
information
presented orally
… by asking and
answering
questions about
key details and
requesting
clarification if
something is not
understood
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Home-School Partnerships
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Feedback
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What is Feedback?
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Important Elements of Feedback
Contingent
Descriptive
Authentic
Review handout and
discuss:
• What would you consider
to be important elements
to remember in giving
feedback to children?
• What are some examples
of feedback you use in
daily classroom activities?
• Would you categorize the
feedback as ‘authentic?’
‘Contingent?’
‘Descriptive?’
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Feedback
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Instructional Practices Checklist
Included in your handouts
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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Feedback
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Formative Assessment - Feedback
Discuss each of the formative assessment
process steps:
1) determine clear learning targets,
2) define criteria for success,
3) collect, document, and analyze
evidence,
4) provide clear descriptive feedback, and
5) change or adjust instruction
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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iPoints
Included in your handouts
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Relationship between Foundations
and NC Standard Course of Study
Kindergarten
Children apply
measures for
cleanliness
and disease
prevention
Older Preschool
Children
develop
awareness of
basic safety
rules and begin
to follow them
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“If there is anything that we would wish to change in the
child, we should first examine it and see whether it is not
something that could better be changed in ourselves.”
Carl Jung, Psychiatrist
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Post-learning Activity
Think about the learning target : following directions in large group
activities.
• What accommodations might your classroom need to help ALL
children meet the target? Including:
• 1-children with health and medical needs related to
hearing, seeing, and moving
• 2-children with challenging behaviors, and
• 3-children who are dual language learners?
• Review the article: The Universal Design of Early Education:
Moving Forward for All Children.
• Consider the six components of the universal design framework:
• physical environment,
• health and safety,
• social-emotional environment,
• teaching environment,
• assessment (formative), and
• family involvement.
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Questions?
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References
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), 34-42.
Hemmeter, M. L., Fox, L. K., & Snyder, P. (2014). Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms Manual, Research Edition. Baltimore, MD: Brookes
Publishing Company.
Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from
https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k
Jablon, J. R., & Wilkinson, M. (2006). Using engagement strategies to facilitate children’s learning and success. Young Children, 61(2), 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.
Mendelson, L. (Producer), & Roman, P. (Director). (2008). It’s the Easter beagle, Charlie Brown! [Motion picture]. United States: Warner Home Video.
NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/
North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectivenessmodel/ncees/instruments/teach-eval-manual.pdf
North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retreived from
http://ncchildcare.nc.gov/pdf_forms/NC_foundations.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.
Ritchie, S. & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College
Press.
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