Fig. 1. Student teacher with preschoolers (Source: Shelley, 2017)

Learning Objective

Effective classroom interactions between teachers and students in an early childhood classroom are important in order to foster children's social and cognitive development. Part of effective classroom interactions is providing quality feedback to students. The objective of this learning activity is to improve the quality of feedback that teachers in early childhood settings provide to their students. 

Quality of feedback consists of the following four indicators and their behavioral markers as defined by the Classroom Assessment Scoring System observation tool (Teachstone Training, 2014, p. 20): 

1. Scaffolding -- acknowledging a child's current level of understanding, and build on it by offering: 

   • Hints 

   • Assistance

2. Feedback loops

   • Back-and-forth exchanges

   • Persistence by teacher

   • Follow-up questions

3. Prompting thought processes

   • Ask students to explain thinking 

   • Queries, response, and actions

4. Providing Information

   • Expansion

   • Clarification

   • Specific feedback

5. Encouragement and Affirmation

   • Recognition

   • Reinforcement

   • Student persistence

Learning Models and Assessments

The learning activity consists of four phases and will use the experiential learning model, particularly case-based learning (Bates, 2022).

First, early childhood teachers participate in a combination of both synchronous (e.g., virtual lectures) and asynchronous learning experiences (e.g., informational videos and educational readings) to establish the learning objectives and to build their prior knowledge of what feedback looks like and why it is important in the early childhood setting. The teachers will tap into their background knowledge by answering questions that will prompt them to reflect on their own use of feedback in the classroom. They will share out their reflections in a small group context. After the initial knowledge portion, the teachers will take a formative assessment in the form of an online multiple-choice knowledge check to give them feedback of their understanding of the content delivered in phase one.

The second phase uses case-based learning in the form of classroom videos demonstrating an educator's interactions with Pre-K students. Before watching the videos, the teachers will be introduced to a grading rubric based on agreed upon criteria of what makes for effective feedback. As they observe the educator in each video, the teachers will apply this rubric to rate the quality of feedback given to students in the observed behaviors. They will then work in groups of three to four members to discuss their observations and the rationale supporting their ratings, and then come to consensus on a group rating. Participants will reflect on how the educator in the video can improve on the quality of feedback given. A facilitator will be present to provide needed scaffolding to support teachers in their observations and use of the rubric.

The third phase is an authentic formative assessment because the teachers will receive feedback based on real interactions with students in their classrooms during the course of several months into their learning journey. The teachers will choose and plan for classroom activities where they can showcase themselves giving quality feedback to their students. The teachers will then record themselves implementing the activity in their class. The teachers will use this recording to grade and reflect on the effectiveness of their own teaching practice in the light of the same rubric used earlier. Two other fellow teacher trainees would also view the same recording and provide the teachers with their feedback using the rubric as a guide. Small group discussions will again take place on how quality of feedback can be improved. This process would happen more than once to provide for practice and improvement. During this phase, the teachers can request support from the same facilitator via regularly scheduled office hours.  

Lastly, after several iterative recording and self-examination opportunities, the teachers will then receive an authentic summative assessment at the end of the school year. A trained observer will come into the classroom and assess the teacher on the same rubric as the teacher engages in daily instruction. The results of the assessment will be used as part of a comprehensive view of Pre-K teachers performance in the school district. The teachers will also receive the results of the assessment and will be given the opportunity to celebrate the growth they have demonstrated and reflect on ways they can further improve their ability in providing quality feedback to students. 

The theories best represented by this learning activity are andragogy and constructivism. 

Andragogy

The activity is designed to be immediately relevant to adult learners, in this case teachers currently practicing in the field. The objectives, learning activity, and rubrics are clearly described so that learners know what to expect. The teachers' prior experiences in providing feedback forms part of the foundation of this course along with more formal content. Different modes of learning (e.g., virtual lectures, videos, group discussions) were used to accommodate different adult learning styles and preferences. The exercises of grading and reflecting on their own teaching practice gives the teachers the opportunity to monitor and adjust their own progress in providing feedback to students. 

Constructivism

Elements of constructivism are seen in two major ways. First, the use of cooperative learning in the form of group discussion and reflection. Second, the presence of More Knowledgeable Others (MKOs) in the form of the facilitator as well as teacher colleagues of differing abilities who provide feedback and support throughout the learning process. 

Images

• Shelley, A. (2017). Student teacher with preschoolers [Photograph]. Flickr. https://www.flickr.com/photos/all4ed/36456358416

Text

• Bates, T. (2022). Teaching in a Digital Age: Third Edition. BC Campus https://ecampusontario.pressbooks.pub/gccomm/sectioninfo 

• Teachstone Training, LLC. (2014). Pre-K CLASS Dimensions Guide. Charlottesville, VA: Teachstone.