1. NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships 2015 Module 7: Directions and Feedback

2. Review of Pre-learning Assignment 2 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.

3. Following Directions 3 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?

4. AHA Moment 4

5. 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

6. 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 6

7. The “Big 5” Rules of Giving Directions 7

8. Instructional Practices Checklist 8 Included in your handouts Instructional Practices Checklist Giving Directions – The “Big 5”

9. Following Classroom Directions 9

10. Instructional Practices Checklist 10

11. Teaching Standards 11 http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

12. Following Classroom Directions 12

13. Foundations 13 http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

14. iPoints 14 Included in your handouts

15. Relationship between Foundations and NC Standard Course of Study 15 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 Older Preschool Kindergarten

16. Home-School Partnerships 16

17. Feedback 17

18. What is Feedback? 18

19. Important Elements of Feedback 19 Authentic Descriptive Contingent 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?’

20. Feedback 20

21. Instructional Practices Checklist 21 Included in your handouts

22. Teaching Standards 22 http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

23. Feedback 23

24. Formative Assessment - Feedback 24 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

25. Foundations 25 http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

26. iPoints 26 Included in your handouts

27. Relationship between Foundations and NC Standard Course of Study 27 Children develop awareness of basic safety rules and begin to follow them Children apply measures for cleanliness and disease prevention Older Preschool Kindergarten

28. 28 “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

29. Post-learning Activity 29 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.

30. Questions ? 30

31. 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.pdfhttp://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., 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.Fox, L. K.Snyder, P. Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k 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 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/https://center.ncsu.edu/ncfalcon/ North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness- model/ncees/instruments/teach-eval-manual.pdfhttp://www.ncpublicschools.org/docs/effectiveness- model/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 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. 31