1. Responsive Classroom Approach
Responsive Classroom Sampler
Presented by: Andrew Moral

2. Goals for today’s workshop:
Become familiar with the RC approach
Develop understanding of two proactive discipline strategies: Morning Meeting & Interactive Modeling
Identify resources to further develop understanding of RC approach
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3. Agenda Morning Meeting Introduction to Responsive Classroom approach
7 Guiding Principles of RC
Dinner Break/ Museum Walk
Interactive Modeling demonstration & application
Closing Circle
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4. Morning Meeting Greeting: Sharing: Activity: Message Partner Chat
Just Like Me!
Activity:
Hands up
Message
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5. Hands Up Hands up / / For 2013 / / Gonna name / /
Some _____ / / (Categories such as rivers, states, animals, etc.)
One apiece / /
No repeats / /
No hesitation / /
No duplication / /
Starting with ____ / /
_________ / /
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6. Introduction to Responsive Classroom
* What is the Responsive Classroom approach?
(9 minutes)
* What does it look like in a school?
(12 minutes)
What professional development services are available?
(5 minutes)
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7. Guiding Principles of RC
Social curriculum = academic curriculum
How children learn = what they learn
Greatest cognitive growth occurs through social interaction
CARES
Knowing the children = knowing the content
Knowing families is essential to children’s education
How adults work together = individual competence
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8. Teaching Practices Guided Discovery Academic Choice
Morning Meeting
Creating Rules
Interactive Modeling
Teacher Language
Logical Consequences
Guided Discovery
Academic Choice
Classroom Organization
Working with Families
Collaborative Problem-Solving
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9. Guiding Principles: Digging Deeper
Read a card as a group & decide:
Most relevant principle?
Support/not support principle?
Place tape on back of card.
Place on selected principle & column.
Repeat for remaining cards.
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10. Guiding Principles: Digging Deeper Museum Walk & Dinner Break
What do you notice about these examples?
What was interesting to you about this activity?
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11. Oliver Twist Oliver twist, twist, twist (hands on hip and twist body)
Can’t do this, this, this (Tap right foot and shake forefinger)
Touch his head, head, head (Touch head with hands)
Touch his nose, nose, nose (Touch nose with hands)
Touch his ears, ears, ears (Touch ears with hands)
Touch his toes, toes, toes (Touch toes with hands)
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12. What is Interactive Modeling?
Technique for teaching procedures, skills, and routines that the teacher expects to be done one, and only one way.
Shows students exactly how to do what we expect.
Active learning that includes:
Modeling
Observing
Responding
Coaching
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13. Research that supports Interactive Modeling
E. Jensen (2005):
Recommends that teachers actively engage students, provide them, with interesting practice or repetition to learn skills
A. Bandura (1977):
Supports the idea that humans (and children) develop behaviors when they pay attention to a model, can retain and imitate what they see, and receive feedback about their behavior
R.J. Marzano (2007):
Summarizes research on effective teaching practices, including the power of stopping during demonstrations to ask students for their observations or when practicing a procedural skill
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14. Why Interactive Modeling Works
Students learn why the routine or skill is important.
Students create a clear image of what’s expected.
Students do the noticing.
Students have the chance to practice and gain expertise.
Students receive immediate feedback.
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15. Interactive Modeling can be used to teach:
Routines
Transitions
Supplies
Academic Skills
Social Skills
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16. Steps for Interactive Modeling
Describe a positive behavior.
Demonstrate the behavior.
Ask students what they noticed.
Volunteers demonstrate the behavior.
Repeat step 3.
Students practice—teacher observes & coaches.
Provide Feedback
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17. Step 1: Say what you will model and why
Plan exactly what you will say
Keep it brief
Use positive wording
Refer to the class (school) rules
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18. Step 2: Model the Behavior
Model the positive behavior
Stay silent as you model
Tell students to notice what you model
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19. Step 3: Ask students what they noticed
Use open-ended questions
Ask a follow-up question if needed
Emphasize what to do
Reframe “You Didn’ts” to “You Dids”
For example:
Student: “You didn’t run.”
Teacher: “So, how did I get there?”
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20. Step 4: Invite one or more students to model.
Select students who will repeat your demonstration.
Who would like to demonstrate how to multiply fractions using the method I showed?
Instead of: Who else can show us how to multiply fractions? (too wide-open)
Have the demonstrator tell you what he/she will do before modeling.
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21. Step 5: Again, ask the students what they noticed
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22. Step 6: Have all students practice
Spread out this practice if needed
Focus on progress, not perfection
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23. Step 7: Provide Feedback
Name the specific, positive actions you noticed
Redirect students respectfully but clearly
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24. Video Clips of I.M. Lessons
How to choose a partner
How to go to timeout
How to sit in a circle
How to use scissors safely
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25. Possible I.M. Lessons Classroom Routines- Transitions-
Responding to signal for quiet, where/how to sit, showing what active listening looks like, signaling a desire to speak during a discussion, chatting with a partner, what to do if you need help, independent work time routines
Transitions-
Putting/taking materials away/out, reading/interacting with the Morning Message, handling homework, signing up for lunch
Working with supplies:
Math manipulatives, Journeys small group readers, colored pencils, scissors, etc.
Academic/Social Skills-
Ask questions, partner chat, head one’s paper, fill out/check an answer, take notes, etc.
See the book Interactive Modeling: A Powerful Technique for Teaching Children by: Margaret Wilson
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26. My Bonny My Bonny lies over the ocean. My Bonny lies over the sea.
So bring back my Bonny to me.
Bring back, bring back,
Oh bring back my Bonny to me, to me.
Oh bring back my Bonny to me.
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27. Routines & Rituals For each ritual/routine, be looking for what skills
and behaviors students need to know or exhibit to
be successful at that time of day.
Arrival Time
Signals
Energizers
Middle of the day
End of the day
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28. Planning Guide for Interactive Modeling Lessons
Consider:
Why is this behavior or skill important?
What’s the learning goal for students- what do you want them to be able to do as a result of the lesson?
How will you introduce the lesson?
What exactly will you model?
What details do you want students to notice?
How will you coach students as they practice? What things might go wrong and how will you respond if they do?
What materials or additional support (if any) do you need?
How will you follow up with this lesson?
Interactive Modeling Planning Sheet
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29. Closing Circle What is something you learned tonight that you
want to take back to your own classroom?
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30. Responsive Classroom Resources
Northeast Foundation Website
Responsive Classroom Youtube Channel
Andrew Moral:
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