Responsive Classroom Sampler Presented by: Andrew Moral Responsive Classroom Approach

Responsive Classroom Sampler Presented by: Andrew Moral

Responsive Classroom Responsive Classroom ApproachApproach

Responsive Classroom

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


Agenda

• Morning Meeting

• Introduction to Responsive Classroom approach

• 7 Guiding Principles of RC

• Dinner Break/ Museum Walk

• Interactive Modeling demonstration & application

• Closing Circle


Morning Meeting

• Greeting:

– Partner Chat

• Sharing:

– Just Like Me!

• Activity:

– Hands up

• Message


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 ____ / /

_________ / /


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)


Guiding Principles of RC

1. Social curriculum = academic curriculum2. How children learn = what they learn3. Greatest cognitive growth occurs through social

interaction4. CARES5. Knowing the children = knowing the content6. Knowing families is essential to children’s education7. How adults work together = individual competence


Teaching Practices

• Morning Meeting

• Creating Rules

• Interactive Modeling

• Teacher Language

• Logical Consequences

• Guided Discovery

• Academic Choice

• Classroom Organization

• Working with Families

• Collaborative Problem-Solving


Guiding Principles: Digging Deeper

1. Read a card as a group & decide: Most relevant principle? Support/not support principle?

2. Place tape on back of card.

3. Place on selected principle & column.

4. Repeat for remaining cards.


Guiding Principles: Digging Deeper Museum Walk &

Dinner Break

What do you notice about these examples?

What was interesting to you about this activity?


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)


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


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


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.

Interactive Modeling can be used to teach:

• Routines

• Transitions

• Supplies

• Academic Skills

• Social Skills



Steps for Interactive Modeling

1. Describe a positive behavior.

2. Demonstrate the behavior.

3. Ask students what they noticed.

4. Volunteers demonstrate the behavior.

5. Repeat step 3.

6. Students practice—teacher observes & coaches.

7. Provide Feedback


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


Step 2: Model the Behavior

- Model the positive behavior

- Stay silent as you model

- Tell students to notice what you model


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?”


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.


Step 5: Again, ask the students what they noticed


Step 6: Have all students practice

- Spread out this practice if needed

- Focus on progress, not perfection


Step 7: Provide Feedback

- Name the specific, positive actions you noticed

- Redirect students respectfully but clearly

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


Possible I.M. Lessons

• Classroom Routines- – 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



My Bonny

My Bonny lies over the ocean.

My Bonny lies over the sea.

My Bonny lies over the ocean,

So bring back my Bonny to me.

Bring back, bring back,

Oh bring back my Bonny to me, to me.

Bring back, bring back,

Oh bring back my Bonny to me.


Routines & Rituals

For each ritual/routine, be looking for what skillsand behaviors students need to know or exhibit tobe successful at that time of day.

- Arrival Time- Signals- Energizers- Middle of the day- End of the day

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



Closing Circle

What is something you learned tonight that youwant to take back to your own classroom?


Responsive ClassroomResources

Northeast Foundation Website

Responsive Classroom Youtube Channel

Andrew Moral: [email protected]

Documents

Responsive Classroom Sampler Presented by: Andrew Moral Responsive Classroom Approach