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Students are comfortable giving, receiving, and using feedback.

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Students have a clear understanding of the routines and expectations of the classroom.

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Time on task.

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Collaborative norms and routines have been established.

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Learning targets are meaningful.

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Positive teacher/student interactions.

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The words in the LT were observed to be utilized by both the teachers and students during the lesson.

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We saw all types of feedback in all classrooms - teacher to student, student to student and student to teacher.

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Teachers were observed to be intentional with their feedback. It was observed that the feedback was aligned to the learning target. All three levels of feedback were observed. Most often, the feedback was in relation to the task.

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Use of multiple modalities throughout - Questions in writing, teachers read aloud, students could respond orally/writing

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Much of the feedback helped students answer the question "How am I going?"

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teacher says to student "your group member doesn't feel supported"

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All 4 classes allowed for student discussion and collaboration to complete tasks/activities.

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The levels of feedback centered on the task and the process.

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Use of white board responses to determine if students have mastered material so far.

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Students use academic vocabulary in discussion groups and sentence starters:

"I think..."

"I believe..."

"It's both because..."

"I think the author's purpose is..."

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In a 6th grade reading class, the teacher reminded a group of students to focus on author's purpose.

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teacher asking questions: "what else do you see?"

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Students giving feedback to each other in their group when writing a themse statement - "I like what you said but maybe we should change this one word"

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Teachers were observed providing feedback in relation to the learning target. For example: analyze primary source documents to identify social effects of the Black Plague. The teacher prompted students to extend their learning by asking "What do you ACTUALLY see?" when looking at a painting.

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Teacher posed questions to extend discussions: "How does this relate to...," "Does everyone agree?",

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Teacher pausing midway through lesson to give another example and model what a group was saying to the rest of the class.

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teacher gives formative assessment via whiteboard. after each student response, teacher responds with additional conversation, teaching, or a report on how many got it (eg- 90% or "about half")

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Students coming up to the board to draw where a solid would go and what it would look like on the graph - teacher giving feedback to student "I love this but a little closer together" - peers giving feedback to the student saying they would have drawn it dfferently and why.

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Student's comparing responses stating "you elaborated better"

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students collaboratively evaluate individual responses by discussing which response is strongest. students have feedback checklist to ask each other questions (use of checklist not observed)

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Teacher walking around to groups that were picking the best response between them - teacher referred back to author's purpose poster in the back of the room to a group determine which response was best.

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Teachers were observed using the "Mid-Lesson Feedback Stop" strategy

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Student to teacher feedback (science) observed

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teachers gave immediate feedback as students completed tasks - 'one thing I'd change is..." "Let's pause, we've struggled with theme in the past," "how do you know?"

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Teacher to student feedback observed

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Student to student feedback observed

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Teacher rotating to groups that were tasked with highlighting evidence - "how do you know this?"

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student says "i'm done" teacher says "you're not done, talk about the color in the images"

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Teachers says "that's good" to a student 1on1. then says "nice job." did you got that down? "nice job."

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Teacher directed informal assessment with whiteboards gave a variety of question types including T/F and fill in the blank - allowed for time for peers to discuss as well - teacher to student feedback and peer to peer.

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Teacher said "feedback moment" and references previous learning

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In all classrooms students were seated in groups.

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4 out 4 classrooms- LTs and EQs are posted and referred to

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Each classroom had a learning target posted.

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Teacher points to essential question on board mid-lesson and ties student point back to it