Running Head: CLASS DIMENSIONS 1

CLASS Dimensions Instructional Support Domain

Courtnee Jones

Fresno Pacific University

CLASS DIMENSIONS 2

CLASS Dimensions Instructional Support Domain

Language Modeling and Quality of Feedback go hand in hand. Language modeling is

when the teacher models language when they intentionally encourage, respond to, and expand

on childrens speech. It is important to have childrens language expand when they are given the

opportunity to use the language that they know and when adults model more complex language.

While Quality of Feedback children learn most when they are consistently given feedback that

expands their knowledge or builds on their performance of a task. It is important to give

feedback to children so that they can know if they are doing right in a specific area or if they

need assistance in another area.

In my work site where I work with K-6th grade students I see both language modeling

and quality of feedback happening but sometimes I do not. I have mentioned before we have an

instructor on campus who loves to yell at the students everyday. I believe if I was in her

classroom as a student, I would have felt down and depressed at myself. No one knows when she

is giving a compliment or if she is yelling at them for something they may have did wrong. I

believe she does provide feedback to her students on assignments and possibly homework but

I'm not sure how she approaches the idea. As for language modeling I see this occur in my first

grade, second grade and third grade classrooms when I attend in their for thirty minutes each

day. I see the instructors asking the children questions like what do you think or how do you

know to give them the ability to explain themselves and also share how they think. I believe

students only learn by them having the chance to explain themselves on why they put or said that

wrong or correct answer.

In Language modeling their are 5 indicators that can help the instructor help the children.

These are frequent conversation, open-ended questions, repetition and extension, self and parallel
CLASS DIMENSIONS 3

talk and advanced language. To improve language modeling inside the classroom you would

have to ask open-ended questions, have conversations, promote child-initiated language, repeat

and extend childrens responses, use self-talk and parallel talk, use advanced language and

encourage children to talk to one another. In Quality of Feedback there are 5 indicators as well

and these are scaffolding, feedback loops, promoting thought processes, providing information

and encouragement/ affirmation.

As activities I would use regarding feedback to students is adding on their paperwork a

quick note with a smily face to let them know that assignment was well done. At the end of the

week have students show me how many happy faces they have gotten throughout the week and

keep a record of it to post in class. Children love to see how each child is doing compared to

themselves and that is also what motivates them to keep doing good. I know I loved when Dr.

Kopriva would ask us to print out all of our assignments but would write back feedback back on

our assignments on the quality of work. In my second grade classroom where I worked in she

had a point system which gave the option to her to click on the students name and either select

good participation, great quality of work, needs work or behavior -1. This chart that reflected

from her iPad to the screen the children could see as she did it to the students who deserved a

point or those who were not following directions. This worked for her and I because it provided

feedback to the students on their behavior. They students also were wanting to be number one in

having the most scores so they were on their best behavior. I also had two students in this

classroom who would be instructed to ask me how they did at the end of my session with them

so they can tell their teacher if they get a thumbs up or a thumbs down. This also earned them

their participation points on a job well done.

CLASS DIMENSIONS 4
CLASS DIMENSIONS 5

Reference

Beaty, Janice J. (2006). Observing Development of the Young Child (8th ed.). Columbus, Ohio:

Pearson Merrill Prentice Hall.

Teachstone Training, LLC. (2011). Classroom assessment scoring system dimensions guide,

PreK [Adobe Reader Version]. Baltimore, MD: Brookes Publishing Company.

Retrieved from http://learning.fresno.edu/mod/resource/view.php?id=262847