E-7 Adult-Child Interactions Connections to the 21. Describing and discussing children’s real world learning processes rather than focusing on Real-world applications, products. related to students’ lives Met Not Met E-7 Adult-Child Interactions Scaffolding Quality of 5. Show tolerance for mistakes and teach Hints, assistance Feedback that mistakes are for learning. Met Not Met Assesses the degree to which the teacher 6. Give descriptive feedback instead of Feedback loops provides feedback generalized praise or criticism. Back-and-forth exchanges, Met Not Met that expands learning persistence by teacher, and understanding follow-up questions 13. Helping children enter into and and encourages sustain play. Prompting thought continued Met Not Met processes participation. 16. Engaging in extended conversations Asks students to explain with children to build on their ideas. thinking, queries responses Met Not Met and actions Providing 18. Leading discussions and activities information during daily routines, such as meals, tooth Expansion, clarification, brushing and transitions. specific feedback Met Not Met Encouragement and 19. Noticing and responding to teachable affirmation moments. Recognition, reinforcement, Met Not Met student persistence 20. Posing problems and open-ended questions to stimulate higher-order thinking. Met Not Met E-3 Daily Schedule Frequent Language 5. A large block of free choice time, at conversation Modeling least 45 minutes. During free choice, Back-and-forth exchanges, children initiate their own activities and Highlights the quality contingent responding, peer engage in play-based learning. Staff and amount of the conversations converse with children to support teacher’s use of decision making, problem solving, and Open-ended language-stimulation higher-order thinking. questions Met Not Met and Questions require more than one-word response, students E-7 Adult-Child Interactions techniques. respond
E-7 Adult-Child Interactions 21. Describing and discussing children’s learning processes rather than focusing on products. Met Not Met Connections to the real world Real-world applications, related to students’ lives Quality of Feedback Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation. Scaffolding Hints, assistance E-7 Adult-Child Interactions 5. Show tolerance for mistakes and teach that mistakes are for learning. Met Not Met 6. Give descriptive feedback instead of generalized praise or criticism. Met Not Met 13. Helping children enter into and sustain play. Met Not Met 16. Engaging in extended conversations with children to build on their ideas. Met Not Met 18. Leading discussions and activities during daily routines, such as meals, tooth brushing and transitions. Met Not Met 19. Noticing and responding to teachable moments. Met Not Met 20. Posing problems and open-ended questions to stimulate higher-order thinking. Met Not Met Feedback loops Back-and-forth exchanges, persistence by teacher, follow-up questions Prompting thought processes Asks students to explain thinking, queries responses and actions Providing information Expansion, clarification, specific feedback Encouragement and affirmation Recognition, reinforcement, student persistence Language Modeling Highlights the quality and amount of the teacher’s use of language-stimulation and techniques. Frequent conversation Back-and-forth exchanges, contingent responding, peer conversations E-3 Daily Schedule 5. A large block of free choice time, at least 45 minutes. During free choice, children initiate their own activities and engage in play-based learning. Staff converse with children to support decision making, problem solving, and higher-order thinking. Met Not Met E-7 Adult-Child Interactions Open-ended questions Questions require more than one-word response, students respond
Pre_K_CLASS_Observation_Feedback_including_ECEAP_standards.docx