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Approaches to Learning: I Can Statements

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Approaches to Learning: I Can Statements

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IPS' International Baccalaureate Middle Years Programme Guidebook

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IPS' International Baccalaureate Middle Years Programme Guidebook

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International Baccalaureate Middle Years Programme Guidebook

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Responsive Classroom Principles and Practices

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Responsive Classroom Principles and Practices

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The Responsive Classroom approach to teaching is comprised of a set of well-designed practices intended to create safe, joyful, and engaging classrooms and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs.

In order to be successful in and out of school, students need to learn a set of social and emotional competencies-cooperation, assertiveness, responsibility, empathy, and self-control-and a set of academic competencies-academic mindset, perseverance, learning strategies, and academic behaviors.

The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary classroom teachers. Six principles guide this approach:

Classroom Practices and Strategies

Responsive Classroom is an approach to teaching based on the belief that integrating academic and social-emotional skills creates an environment where students can do their best learning. The Responsive Classroom approach consists of a set of practices and strategies that build academic and social-emotional competencies. This approach works well with many other programs and can be introduced gradually into a teacher's practice.

These core classroom practices are the heart of the Responsive Classroom approach:

© 2024 Responsive Classroom. All rights reserved.

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The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary teachers. Read more!

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This webinar series examines the Responsive Classroom practices and strategies teachers and school leaders can use to build a successful school year experience for all students.

This series is recommended for anyone working with pre-K through eighth grade students.

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Share your videos with friends, family, and the world

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The International Baccalaureate program subject guides are provided below. Subject guides contain information regarding the IB programme for that subject, from expectations to assessment. Use these guides to gain comprehensive understanding of the programme for that subject.

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Further Guidance for Physical & Health Education

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Further Guidance for Physical & Health Education

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Individuals & Societies Guide (Social Studies)

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Individuals & Societies Guide (Social Studies)

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How Success Bound Correlates with the IB Learner Profile Words

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How Success Bound Correlates with the IB Learner Profile Words

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Approaches to Learning & Teaching in the MYP

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Approaches to Learning & Teaching in the MYP

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Please complete if you have not already.

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Review and add any additional Questions as they arise.

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Do you ever notice students zoning out, getting distracted, or acting antsy in the middle of a lesson? Add some spark to your lesson plans with interactive learning structures! These fun, hands-on activities get kids out of their seats and interacting with peers. Structures like Snowball and Graffiti make learning active and collaborative. Learn how to implement these purposeful structures to engage students and motivate learning.

What Are Interactive Learning Structures?

Interactive learning structures are easy-to-use, purposeful activities that promote maximum learning by being active (hands-on) and interactive (involving collaboration amongst students). By giving students opportunities to move around a bit, positively interact with peers, and stretch their thinking, these interactive learning structures motivate students to engage more deeply with their learning. These structures enable you to provide varied opportunities for lively learning while maintaining order and purposefulness in your classroom. Each structure helps you quickly organize students into pairs or small groups and provides a format that helps students work together on a specific learning goal, assignment, or project.

Interactive learning structures are fun, but they're much more than that. They are also ignitors of learning. By piquing students' interest in the material, these structures encourage maximum
effort and strengthen students' academic and social-emotional skills. By letting students interact in positive ways with classmates, these structures help build a positive classroom community. And by giving you quick and easy ways to organize students' learning, they help you make the most of your most valuable and limited resource-time. The result: improved motivation and learning outcomes for every student you teach.

Using Interactive Learning Structures Effectively

The following tips will help you get the most out of the interactive learning structures you decide to use in your classroom:

1. Take time to plan and reflect. To help students be successful, it's important to give yourself time to plan how you'll use each structure. Think about the learning goal, whether your classroom allows enough space for the structure you have in mind, and if students are developmentally ready to do it-for example, can they exercise self-control when everyone's moving around the room at the same time? Then after students have used the structure, take some time to reflect on what went well and what didn't, and adjust as needed next time.

2. Make sure students have the skills they need. You'll want to make sure that any structure you choose is relatively easy for all students to use successfully so it supports rather than interferes with learning goals. For example, Maître d' requires students to move around the classroom to form small groups with different classmates and share a wide range of ideas, so you'd want to be sure they can do both of those things successfully. One quick, effective way to teach skills like these is by using a Responsive Classroom practice called Interactive Modeling.

3. Use pairs as the starting point. Working with just one person can feel safer for students as they develop their academic conversation skills, so have students start working in pairs rather than small groups or as a whole class.

4. Form pairs and groups purposefully. Most of interactive learning structures call for putting students in pairs or small groups of three or four. Think about the learning goal, as well as students' abilities and interests, when assigning them to pairs or groups. Some ways to form groups are mixed abilities, mixed interests, similar abilities, similar interests, or randomly. When you think students are ready to be respectful and inclusive, give them some autonomy in choosing their own partners or groupmates.

5. Speak briefly, directly, and genuinely. Because a teacher's language-words, tone, and pace-is one of the most powerful teaching tools available, how you speak to the
class while using these structures helps ensure their success. Effective teacher language helps students learn by conveying faith in their abilities and intentions, and by focusing on their actions rather than their character or personality. This includes teacher language such as open-ended questions, reinforcing language, and reminding language.

6. State the expectations for small group learning. It's important to emphasize that you expect everyone to make a contribution and that both individual and group effort determine success. Regularly remind students of these expectations whenever they're about to begin working with partners or in small groups.

7. Clarify roles and responsibilities. To ensure true collaboration, teach students how to carry out their individual roles and responsibilities as members of a group or team. Often you'll want to assign specific roles within each group, such as a facilitator, recorder, reporter, or presenter. Be specific when teaching each of these roles: name exactly what to do and model as needed. Post anchor charts that list roles and responsibilities to support students in being successful.

Popular Interactive Learning Structures

Four Corners

1. Pose a question (academic or social) that has four possible responses. For example: "If you could choose one favorite weekend activity, what would it be?"

2. Designate one corner of the room for each response, for example: Corner one-Listening to music Corner two-Reading Corner three-Spending time outdoors Corner four-Sleeping

3. Give students a minute to reflect on their choice. When time is up, they move to the corresponding corner.

4. In their corners, students discuss in small groups (or pairs) why they made their choice.

5. Allow about 1-2 minutes for the discussion. Provide a 10-second warning before time is up.

6. Repeat, with a new question and responses, as time allows.

Snowball

1. Give each student a strip of blank white paper.

2. Students write a statement on the paper in response to a question or topic you pose (they do not put their names on the paper).

3. Students gather in a circle, crumple up their piece of paper, and toss their "snowball" into the center of the circle.

4. Everyone picks up a snowball and, going around the circle, takes turns reading it aloud.

Graffiti

1. Post charts around the room with different questions or ideas that relate to one content area being studied.

2. Invite students to write their ideas on the charts. They can start at any chart, go in any order, and write in any style anywhere on the chart.

3. Working in small groups, students find common themes among the ideas on each chart.

4. Have each group share their findings with the whole class.

Further Resources

For a more comprehensive look at interactive learning structures, including ideas and tips, check out the following resources:

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Learn about dynamic teaching strategies for interactive and cooperative learning in modern educational settings.

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Interactive Modeling is a straightforward, quickly paced process that's effective for teaching children any academic or social skill, routine, or procedure that you want them to do in a specific way (whether for safety, efficiency, or other reasons). One of the essential practices of the Responsive Classroom approach to teaching elementary school children, Interactive Modeling can be used by any adult anywhere in school at any time of year.

How Interactive Modeling Differs from Traditional Modeling

In traditional modeling, the teacher shows children how to do a skill, routine, or procedure, tells them what to notice, and expects that they will learn it immediately. Interactive Modeling also shows children how to do skills, routines, or procedures, but it goes well beyond that basic step. Students also:

Learn exactly why the skill, routine, or procedure is important to their learning and the respectful, smooth functioning of the classroom.

Are asked what they noticed about the teacher's modeling (rather than told by their teacher what to notice).

See a few classmates additionally model the routine or procedure after the teacher's initial modeling.

Practice the routine or procedure right away.

Receive immediate feedback and coaching from their teacher while they practice.

Why Interactive Modeling Is More Effective than Traditional Modeling

The distinctive steps of Interactive Modeling incorporate key elements of effective teaching: modeling positive behaviors, engaging students in active learning, and immediately assessing their understanding. Research shows that when we teach in this way, children achieve greater, faster, and longer-lasting success in meeting expectations and mastering skills.

With Interactive Modeling, children create clear, positive mental images of what is expected of them. They do the noticing themselves, which builds up their powers of observation and their analysis and communication skills. In addition, because they get immediate practice, they gain quicker expertise and stronger mastery of the procedure or skill being taught.

Interactive Modeling Steps for Elementary School

1. Briefly state what you will model, and why.

2. Model the behavior exactly as you expect students to do it (the right way, not the wrong way, and without describing what you're doing unless you need to "show" a thinking process).

3. Ask students what they noticed. (You may need to do some prompting, but children soon notice every little detail, especially as they gain expertise with this practice.)

4. Invite one or more students to model the same way you did.

5. Again, ask students what they noticed the modelers doing.

6. Have all students model while you observe and coach them.

7. Provide feedback, naming specific, positive actions you notice and redirecting respectfully but clearly when students go off track.

Interactive Modeling Steps for Middle School

1. Describe what you will model and why.

2. Model while students notice.

3. Give students the opportunity to collaborate and practice.

4. Reinforce their practice with immediate feedback.

What You Can Teach Using Interactive Modeling

Here are just a few examples:
Academic & Social Skills

Listening and responding to questions

Working with a partner or small group

Using technology and other resources

Taking part in a whole-group discussion

Test-prep procedures

Procedures & Routines

Arrival and dismissal routines

Cleaning up

Lunch, recess, and bathroom routines

Schoolwide assembly procedures

Transitions from one classroom/activity to another

How Long Interactive Modeling Takes

An Interactive Modeling lesson to demonstrate lining up, for example, may take only three or four minutes. A more involved lesson, such as teaching children how to partner chat, might take twenty minutes.

This modest investment saves you time in the long run. That's because children gain mastery more quickly and are thus able to spend much more time on task. You'll have less confusion in the classroom and fewer interruptions because children will not need to ask you or peers over and over what to do. As a result, you'll have more time for teaching-and children will have more time to complete their work and to learn.

How Much Time You Gain

A little time spent on teaching students exactly how you want them to do things will pay big dividends throughout the year. Say you lose a few minutes every hour to repeating instructions and dealing with interruptions. That can add up to twenty or thirty minutes of lost instructional and work time each day-2½ hours each week. That's 100 lost hours every school year! Think of what you could do with that time. Think of what your students could do.

What It Looks and Sounds like in Action

In a fifth grade classroom, Mrs. K wants the students to understand how to work productively during independent work time. She teaches this Interactive Modeling lesson:

1. Say what you will model and why.
Mrs. K: "Our goal is for everyone to do high-quality work during independent work time. Watch how Carlos and I work hard on our assignment and let others do the same."

2. Model the behavior.
Mrs. K and Carlos (coached in advance) demonstrate how to work on a research assignment at the same table. They work quietly, but to show that it's okay to talk, they each exchange one fact from their research, briefly and in low voices. Then they get right back to work.

3. Ask students what they noticed.
Mrs. K: "What did you notice?" Her students note the key elements of the demonstration, such as how Carlos and Mrs. K stayed in their seats, worked quietly, and talked in low voices for only a short time. Mrs. K prompts students to name any key behaviors they missed. For example: "What did we do with our papers and other materials?"

4. Invite one or more students to model.
Mrs. K chooses four more students, who demonstrate how to work independently at the same table just as she and Carlos did.

5. Again, ask students what they noticed.
Mrs. K: "What did you notice this time?" Her students point out the key elements, just as they did in Step 3, helping to reinforce these behaviors for themselves. Again, she prompts them if they miss any key behaviors.

6. Have all students practice.
Mrs. K gives all her students a short survey to work on so she can observe and coach them.

7. Provide feedback.
Mrs. K: "I see everyone focused on the survey, working quietly. That kind of focus will help you and your classmates complete your assignments and learn a lot this year."

Popular Articles about Interactive Modeling

Interested in more articles on this topic? Check out:

Further Resources

For a deeper dive into Interactive Modeling, we have a variety of books available, including:

We also offer free elementary school and middle school Interactive Modeling Planning Guides.

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Interactive Modeling is a straightforward process for teaching children a skill, routine, or procedure you want them to do in a specific way.

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An adapted excerpt from The Power of Our Words for Middle School: Teacher Language That Helps Students Learn. This compact guide offers middle school teachers many practical, easily do-able ideas for using reinforcing language and four other types of positive teacher language: envisioning, reminding, redirecting, and open-ended questions. Learn more about it.

"You persisted until you figured out a solution to our geometry challenge."

"I noticed speakers pointing out specific facts from the articles to support their ideas."

"You respected each other by remembering to speak one at a time today."

Teacher language-the words, tone, and pace we use when we talk to students-may be the most powerful of all our teaching tools. After all, language permeates nearly every interaction we have with students; we use words to exchange friendly greetings, give instructions, deliver content, and check understanding.

As the examples that open this article show, we can also use language to reinforce students' efforts and accomplishments by naming exactly which academic and social behaviors they're doing well. When we use this reinforcing language, we help students build on their successes and develop a sense of themselves as competent learners.

Here's an overview of this very powerful form of teacher language, along with examples and tips for trying it with the middle schoolers you teach.

The Power of Reinforcing Language

By naming exactly which actions are promoting student learning, reinforcing language goes beyond general praise (" Good job," "Nice work," "I like that"), which can leave students wondering how to repeat and build on the success our words have recognized. The specific feedback we provide with reinforcing language promotes engaged learning by encouraging students to:

Stay focused on practice and effort. By pointing out progress, reinforcing language helps students concentrate on the process of learning, rather than the grade or final product. Students see that hard work results in outcomes they can be proud of. They develop a growth mindset-the understanding that abilities and successes are less about "being smart" and much more about persistence and a positive attitude.

Form a positive vision of themselves. "The teamwork each of you showed today led directly to the significant progress you made with your group project." Such words of recognition and affirmation invite students to view themselves as valuable individuals, contributing team members, and competent learners. This positive perspective is crucial for adolescents because they're forming their young adult identities and becoming responsible and productive members of society.

Focus on their strengths. Reinforcing language helps students recognize their "learning muscles" and how to use them to tackle new challenges. As they think more deeply about their learning process, students can start to name for themselves what they did well. This self-recognition and reflection fosters motivation, effort, and a sense of ownership of their learning.

By showing our genuine appreciation of students' efforts and our respect for them as individuals, reinforcing language also fosters the strong teacher-student relationships that help students feel safe enough to take the risks essential to learning.

How to Use Reinforcing Language Effectively

Because reinforcing language can powerfully influence student growth, it's worth using frequently, throughout your time with students, and for any content you're teaching. Adolescents often dislike being singled out in front of their peers-even for doing well-so you'll want to reinforce them privately. Doing so will also avoid discouraging other students or fostering competitiveness among them. Of course, if a whole class has shown notable effort or accomplishment, it's fine to reinforce them as a group.

Find positives to name in all students

With so many time pressures facing middle school teachers, it's easy to fall into the habit of reinforcing only the "best" students-those whose academic performance and behavior are usually exemplary. If you observe closely and objectively over the course of the year, though, you'll likely see every student you teach making positive efforts and improving their skills, whether in small steps or large leaps.

Emphasize description, not personal approval

Reinforcing language shifts the focus to students and what they're doing that's helping them succeed. Describing students' actions and behaviors-rather than what we think or how we feel about those actions and behaviors-strengthens their development as self-motivated, responsible learners.

A student writes an essay in which she supports her argument with factual evidence.

Instead of this: (privately) "Felicity, I'm glad you seem to be understanding how facts and opinions are different!"

Try this: (privately) "Felicity, you included lots of specific details to support your position on this question. Using factual information in that way will help make your writing persuasive to readers."

Two students use their own time to research the answer to a question that had stumped the whole class.

Instead of this: (privately) "I really like the way you two took on this extra work."

Try this: (privately) "Althea, Matt, choosing to take on this task all on your own showed great initiative. That kind of effort will help you in all your classes."

Name concrete and specific behaviors

To promote students' growth, it's important to give them precise information about the behaviors that are enabling them to succeed. Precise descriptions help students become aware of what they know, their skills, and their progress.

Point out students' progress toward mastery

Students need time and practice to master the demanding academic and social skills of the middle school years. To encourage them to persist in working through challenges, we need to recognize their efforts-the imperfect products and almost-there behaviors that are steps along the path to mastery. Using reinforcing language to share our observations about their efforts and partial successes gives them a foundation to build upon as they become increasingly competent.

Use a question to extend students' understanding

Following reinforcing feedback with an open-ended question (one that requires more than a yes or no answer) prompts reflection and encourages students to think more deeply. Your questions can help students become more aware of their positive behavior and how it's helping their learning. Asking questions also encourages students to think about what they might do to advance even further.

Learning to Use Reinforcing Language

As you learn to use reinforcing language-or any positive teacher language-you'll find yourself becoming more aware of the words you use in all your exchanges with students. Gradually, you'll replace less effective words with skillful reinforcing statements that help middle schoolers move to higher levels of knowledge, confidence, and competency.

As you work on learning new types of teacher language, remember that it's a process, not an instant transformation. Change and growth take time, so be patient with yourself. The more you use your new words, the more natural they'll feel to you. Eventually, the new language will flow easily as a true expression of your positive approach to teaching.

Tags: Middle School, Redirecting Language, Reinforcing Language, Reminding Language

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Reinforcing Language: Giving Middle Schoolers Supportive Feedback | Responsive Classroom

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Teacher language-the words, tone, and pace we use when we talk to students-may be the most powerful of all our teaching tools. After all, language permeates nearly every interaction we have with students; we use words to exchange friendly greetings, give instructions, deliver content, and check understanding.

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IB Guide to Inclusive Education (Special Education)

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IB Guide to Inclusive Education (Special Education)