Dimension: Quality of Feedback
Focus of dimension: Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation.
Summary of strengths:
Scaffolding: There were a few examples of teachers providing children with the necessary help to allow them to succeed or complete a task. For example, a child was having difficulty opening up a cheese wrapper. The teachers provided assistance by giving verbal (push it up, hold it here and squeeze) and visual guidance (showing him how) to help the child to be able to complete the task on his own. When teachers consistently give children feedback it allow them to persist with the task and perform at a higher level than they would …show more content…
Teachers in the high range of Quality of Feedback consistently provides hints or assistance to scaffold children’s learning. For example, as the children discussing the calendar instead of providing the children with the answers consider asking questions or provide additional resources that will lead the children to the answer. As we look closer at Quality of Feedback, consider opportunities to frequently engage children in a meaningful back and forth exchanges to encourage them to reach a deeper understanding of a topic or concept. Find opportunities to explain their thinking and rationale for responses and actions. For example, when a teacher asks, “Is it heavy?” and a child responds, “yes” the teacher may prompt the child’s thought process by asking, “How do you know it is heavy?” This type of feedback, in which teachers ask questions about how they arrived at a particular answer, helps them to understand the process of …show more content…
Teachers may consider ways they can intentionally encourage, respond to, and expand on children’s speech, supporting their language development. One way to do this is by engaging children in meaningful and natural conversations throughout the day. During the observation, conversations with the children were limited to one or two back and forth exchanges rather than developing into prolonged conversations. Teacher initiated conversations were most often observed. Children occasionally began a conversation with teachers, however, it often ended after a quick exchange. For example, a teacher asks, “What do you think will happen in the fall?” A child responds, “The leaves will fall?” The teacher states, “That’s right. The trees will drop their leaves” ending the conversation. During the observation, teachers asked a mix of closed-ended and open-ended questions. For example, during an activity a teacher asked, “What is this?” The child answers in a one word response, “Wagon.” Find opportunities to ask questions that invite a more elaborate response, such as, “What is happening in the picture?” and “Why is he pulling a wagon?” By asking open-ended questions, the teacher requires students to put together language
Focus of dimension: Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation.
Summary of strengths:
Scaffolding: There were a few examples of teachers providing children with the necessary help to allow them to succeed or complete a task. For example, a child was having difficulty opening up a cheese wrapper. The teachers provided assistance by giving verbal (push it up, hold it here and squeeze) and visual guidance (showing him how) to help the child to be able to complete the task on his own. When teachers consistently give children feedback it allow them to persist with the task and perform at a higher level than they would …show more content…
Teachers in the high range of Quality of Feedback consistently provides hints or assistance to scaffold children’s learning. For example, as the children discussing the calendar instead of providing the children with the answers consider asking questions or provide additional resources that will lead the children to the answer. As we look closer at Quality of Feedback, consider opportunities to frequently engage children in a meaningful back and forth exchanges to encourage them to reach a deeper understanding of a topic or concept. Find opportunities to explain their thinking and rationale for responses and actions. For example, when a teacher asks, “Is it heavy?” and a child responds, “yes” the teacher may prompt the child’s thought process by asking, “How do you know it is heavy?” This type of feedback, in which teachers ask questions about how they arrived at a particular answer, helps them to understand the process of …show more content…
Teachers may consider ways they can intentionally encourage, respond to, and expand on children’s speech, supporting their language development. One way to do this is by engaging children in meaningful and natural conversations throughout the day. During the observation, conversations with the children were limited to one or two back and forth exchanges rather than developing into prolonged conversations. Teacher initiated conversations were most often observed. Children occasionally began a conversation with teachers, however, it often ended after a quick exchange. For example, a teacher asks, “What do you think will happen in the fall?” A child responds, “The leaves will fall?” The teacher states, “That’s right. The trees will drop their leaves” ending the conversation. During the observation, teachers asked a mix of closed-ended and open-ended questions. For example, during an activity a teacher asked, “What is this?” The child answers in a one word response, “Wagon.” Find opportunities to ask questions that invite a more elaborate response, such as, “What is happening in the picture?” and “Why is he pulling a wagon?” By asking open-ended questions, the teacher requires students to put together language