Responsive Classroom Sampler

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Responsive Classroom Approach
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Goals for todays 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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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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Morning Meeting

• Greeting
• Partner Chat
• Sharing
• Just Like Me!
• Activity
• Hands up
• Message

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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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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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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 childrens
  education
• How adults work together individual competence

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Teaching Practices

• 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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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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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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Oliver Twist

• Oliver twist, twist, twist (hands on hip and
  twist body)
• Cant 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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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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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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Why Interactive Modeling Works

• Students learn why the routine or skill is
  important.
• Students create a clear image of whats expected.
• Students do the noticing.
• Students have the chance to practice and gain
  expertise.
• Students receive immediate feedback.

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Interactive Modeling can be used to teach

• Routines
• Transitions
• Supplies
• Academic Skills
• Social Skills

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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 practiceteacher observes coaches.
7. Provide Feedback

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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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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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Step 3 Ask students what they noticed

• Use open-ended questions
• Ask a follow-up question if needed
• Emphasize what to do
• Reframe You Didnts to You Dids
• For example
• Student You didnt run.
• Teacher So, how did I get there?

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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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Step 5 Again, ask the students what they noticed
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Step 6 Have all students practice

• Spread out this practice if needed
• Focus on progress, not perfection

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Step 7 Provide Feedback

• Name the specific, positive actions you noticed
• Redirect students respectfully but clearly

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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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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 ones 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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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.

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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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Planning Guide for Interactive Modeling Lessons

• Consider
• Why is this behavior or skill important?
• Whats 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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Closing Circle

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

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Responsive ClassroomResources

• Northeast Foundation Website
• Responsive Classroom Youtube Channel
• Andrew Moral amoral_at_crsd.org

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