PreK CLASS: Instructional Support Domain

Note Taking Guide

Dimension: Concept Development

Video 1: “Wind Blows”

INDICATORS
Analysis and Reasoning Creating
Behavioral Example from Video Behavioral Example from Video
Marker Marker
Why and/or T: “How do you know that this is the wind?” Brainstorming T gives 3 hints: “This is something you
How Questions can’t see, you know it’s there because it
keeps moving the trees and it moves your
hair.”
Problem T: “How do you know it’s the wind?” Boy: Planning T: Holding up a picture of a kite and gives
Solving It’s the wind because it’s invisible.” 3 hints to see if children will be able to
reason what the answer will be.
Prediction/ T gives 3 hints: “This is something you can’t Producing Girl responds: “Wind, wind.”
Experimentation see, you know it’s there because it keeps
moving the trees and it moves your hair.”
Classification/ T: “All we see is the kite. How do you know
comparison it’s the wind?”
Evaluation Girl: “Wind!” T” Do you agree with
Precious? Let’s see.”
INDICATORS

Integration Connections to Real World

Behavioral Example from Video Behavioral Example from Video

Marker Marker
Connects T: “That’s right it’s invisible. But how do we Real-world T: “But you know it’s there because it
concepts know the wind is there?” applications keeps moving the trees.”

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.
 PreK CLASS: Instructional Support Domain
Note Taking Guide
Integrates with T: connects to something familiar: “And it Related to T: This is something you can’t see”
previous moves your hair.” students’ lives
knowledge

Dimension: Concept Development

Video 2: “Teacher Reading Little Owl Lost”

INDICATORS
Analysis and Reasoning Creating
Behavioral Example from Video Behavioral Example from Video
Marker Marker
Why and/or T “So maybe Marilyn had a good guess. Brainstorming T: “How do you say owl in Spanish?”
How Questions Maybe it could be owl. I don’t know. How Child: “Ool.” T: “That sounds like owl. I
do you think we can find out?” T: Who can don’t know. It could be. You think it is?”
help us?”
Problem T: “You think owl in Spanish is also owl?” Planning Teacher sets the stage and holds up the
Solving T: “I couldn’t tell you, but do you think cover of a book with a small owl. After
someone else could help us?” asking: “What’s all over their body? What
covers them?” She is prepared with
another lifelike picture and lifts it up to
show the children. (She continues) T: Like
this picture, look.”

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.
 PreK CLASS: Instructional Support Domain
Note Taking Guide
Prediction/ T: “I don’t know. Sometimes words in Producing Teacher produces interest with second
Experimentation English and Spanish sound the same, right? picture she points: “What do you think
So maybe Marilyn had a good guess. Maybe those are?” Child: “An owl. Feathers.”
it could be owl. I don’t know.”
Classification/ T: compares owl feathers to bird feathers
comparison
Evaluation T: “So how do we say owl in Spanish?” Child
responds: “Lechuza”
INDICATORS

Integration Connections to Real World

Behavioral Example from Video Behavioral Example from Video

Marker Marker
Connects T: “Wings. What do wings do?” Real-world Child (suggests peer’s father) “Omar” T:
concepts applications Omar’s dad? Because he’s outside
helping?”
Integrates with T: “Feathers. That’s what birds have, they Related to T: “Omar’s dad? Because he’s outside
previous have feathers, right?” students’ lives helping? Let’s go ask him okay?”
knowledge

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.
 PreK CLASS: Instructional Support Domain
Note Taking Guide
Dimension: Concept Development

Video 3: “Engaging Instruction”

INDICATORS
Analysis and Reasoning Creating
Behavioral Example from Video Behavioral Example from Video
Marker Marker
Why and/or T: How many votes do we get? Four?” Brainstorming (T is leading the class to think about how
How Questions voting should work) T: “Devon has an
idea.”
Problem T leads problem solving discussion on how Planning During circle time: T has laid out two
Solving to vote. “Don’t give your friend your vote. choices and asks the class to vote. He has
So, let’s see, our voting stays in our hands.” a basket of wooden voting people that he
plans to distribute.
Prediction/ Did not see Producing T produces response when he asks, “Who
Experimentation gets to vote?”

Classification/ Child responds, “You’re a people!” T: “I’m a

comparison person.
Evaluation Did not see

INDICATORS

Integration Connections to Real World

Behavioral Example from Video Behavioral Example from Video

Marker Marker
Connects T leads class discuss to one to one Real-world T uses wooden people as a representation
concepts correspondence, one vote, one person. He applications of the class population.

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.
 PreK CLASS: Instructional Support Domain
Note Taking Guide
asks, “How many votes do we get? Four?”
Children respond, “One!”
Integrates with Child responds: “Everyone gets to vote.” T: Related to Child responds, “All our friends. We need
previous Everyone gets to vote? What about our students’ lives all our friends to vote.” T, “All our friends
knowledge guest teachers do they get to vote too?” get votes. Am I your friend?” Child
responds, “No. You’re a people.”

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.
 PreK CLASS: Instructional Support Domain
Note Taking Guide

Developed for Brandman University based on Teachstone (2010). PreK CLASS dimensions guide. Charlottesville, VA: Author.