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Open-Ended Questions in the Early Learning Classroom
Wednesday July 12, 2017 @ 3:00 pm - 4:00 pm EDT
Presented by Dr. Rebecca Berlin, Chief Strategy Officer, Teachstone Training, LLC
Sponsored by Kaplan Early Learning
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Open-ended questions create meaningful opportunities for learning, prompting children to reason and reflect while encouraging their use of language. In this edWebinar, Teachstone Training’s Chief Strategy Officer Dr. Rebecca Berlin shares tips on using open-ended questions to improve classroom interactions with young learners. She gives advice on how to ask questions that generate meaningful conversation, and offer strategies for encouraging children to reflect and respond. She also shows how open-ended questions fit within the broader framework of the Classroom Assessment Scoring System (CLASS) that helps teachers improve what matters most in the classroom—the interactions that drive learning and development.
While asking questions comes naturally for many early learning teachers, asking open-ended questions may not. It takes effort to build a repertoire of questions that encourage young children to reflect on and articulate their own ideas. Teachers often find that they have to be intentional about incorporating open-ended questions into their classroom practice. Learn:
- Strategies to implement in your classroom to help you remember to ask open-ended questions
- Exercises to assist you in generating lists of generic open-ended questions you can use in your classroom
- Tips to assist children in responding to open-ended questions
Infant, toddler, Pre-K and early elementary teachers and the administrators, coaches and specialists who support them are invited to watch this recorded session.
About the Presenter
Dr. Rebecca Berlin is the chief strategy officer at Teachstone Training, LLC, and in this role works with states and school districts to implement the CLASS system and sets Teachstone’s strategic direction. Dr. Berlin has worn many hats in her professional life. She has worked in public and private schools as an early interventionist, an early childhood teacher, an early childhood special education teacher, an autism specialist, and a school administrator. She holds a PhD in research, policy, and administration from the University of Virginia and has worked at UVA as a teacher preparation faculty member and researcher. Dr. Berlin is a frequent presenter at national and international conferences speaking on improving teacher-child interactions and the quality of birth to five education.
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