Providing Content-Focused Feedback

Uses content-focused language that references key learning objectives during feedback conversations (coach has to use domain-specific language)

• Definition: Content-focused language is any reference to a learning domain (e.g., mathematics, language, literacy, classroom management, social-emotional learning) OR specific areas within a learning domain (e.g., spatial reasoning, phonological awareness, fluency, segmentation, room arrangement, warm and responsive behaviors). A learning objective is the purpose of the lesson or activity and describes what learning should occur. You can find the learning objectives in the curriculum, as well as in the Head Start early learning outcome framework, lesson plan, instructional planning sheet, training plan, or CIRCLE Activity Collection (CAC). In this competency, a coach shows how they would incorporate content-focused language when they are reviewing or stating the purpose or goal (i.e., learning objective) of the lesson/activity/training with the practitioner.
  • Key points:
    • What is content-focused language? What counts as content-focused language?
      • Reference key learning domains and specific areas within the learning domains
      • Refer to ECE (early childhood education) domains (e.g., fine/gross motor, cognitive, social/emotional, language, self-help skills)
    • Explicit reminder or conversation about what the learning objective is
    • Definition of a learning objective (e.g., what is the purpose of the lesson or activity? What is your end goal? What do you want the target to walk away with? What do you want them to be accountable for? What new learning would you want to take place in the activity?)
  • Examples of interactive activities a coach can use:
    • Use examples of statements that include content-focused learning objectives— ask learner to identify which is correct
      • “Remember, we are trying to get students to sort uppercase from lowercase letters. What is the learning objective of this lesson?” 
    • Provide examples of content-focused language— ask learner to identify which is correct
    • Show samples of lesson plans on screen— prompt learner to identify learning objective on lesson plan 

Refers to relevant national, state, or program learning guidelines during feedback conversations (e.g., Infant, Toddler, and Three-Year-Old Early Learning Guidelines; Texas Rising Star Standards for Family Involvement)

• Definition: Learning guidelines are age-specific standards that describe expectations about what children or practitioners should know and do (competencies and skills) across multiple domains of learning. A coach makes explicit connections to national, state, or program learning guidelines during feedback conversations. This helps the practitioner become more aware of the source of the coach’s feedback and helps to ensure that the feedback is research/evidence-based. The learning guidelines are a source of accountability for the practitioner.
  • What are examples of national, state, or program learning guidelines?
    • Infant, Toddler, and Three-Year-Old Early Learning Guidelines (ITELGS)
    • Texas Rising Star (CARF, FARF)
    • Pre-K Guidelines
    • Child Development Associate (CDA) guidelines
    • National Association for the Education of Young Children (NAEYC)
    • Zero-to-Three 
  • Example of an interactive activity a coach can use:
    • Show an example of two statements (one that is general and one that is more specific)– ask the learner to identify which is correct
      • Coach will highlight that it’s not just enough to state the name of the learning guidelines.

Refers to behaviors or standards within observational/program assessment tools used to track practitioner’s performance in order to reinforce the connection between practitioner’s performance data and implementation

• Definition: What is an observational/program assessment tool? Observational/program assessments use direct observation to collect objective information about a practitioner or student. Observational/program assessments typically include specific behaviors or standards across domains.

Provides content-focused feedback that references and builds upon what the practitioner already knows about skill development, pedagogy, and evidence-based practice

• Definition: Remember, content-focused language is any reference to a learning domain (e.g., mathematics, language, literacy, classroom management, social-emotional learning) OR specific areas within a learning domain (e.g., spatial reasoning, phonological awareness, fluency, segmentation, room arrangement, warm and responsive behaviors). A coach provides content-focused feedback that acknowledges and extends what the practitioner knows about skill development, pedagogy, and evidence-based practice. In other words, the coach is actively adding to the practitioner’s knowledge. This requires the coach to share new information about content related to child/teacher skill development, pedagogy, and evidence-based practice.