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Students would know that they can trust their teacher provide them with feedback to ensure they are on track for their learning target.

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Students will be able to utilize a depth of inquiry that will allow them to grow as learners, and ultimately as individuals.

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Students are resilitent to critical feedback that may fundementally change their thinking about a topic or concept.

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Students will be able to understand and thrive in a collaborative, reflective process.

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Students will be able to provide and receive critical feedback to their peers

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Student to student:

"So, you spelled "walk" wrong."

"Also, you didn't need todos."

Feedback led to learning target of proper conjugation of verb tense and use of vocabulary in translation.

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Teacher is Special Ed Math "Right, so now that you know that, go ahead and shade those numbers in. Where would you start?"

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"I like what I saw on most of your papers....but...... " Teacher to class

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Teacher in Math class gave some suggestions as to some strategies -- "You have your whiteboard with your graph paper, so graph it and then try working backwards."

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Teacher to Student ELA "Is there a claim? [students shake heads] Should there be? [students say "yes"] So think about what you would tell them and where you would go next."

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Teacher to Students "First thing you are doing is ___, check their work, talk it over, come to me if no agreement" (Math)

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S to S "It doesn't relate to the information and I know we are not supposed to say stuff like that [points to the phrase]." [ELA Claim Response Analysis]

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Students were instructed to come to an agreement and score the claim appropriately and specify why they chose what they did.

One student disagreed with the group and the teacher mentioned "Get your Voice in there and talk to your group."

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Student to student:

"It has an explanation, elaboration, and a claim."

"Yeah, but the claim was kinda vague."

"It was but it's still a claim."

Feedback supported consensus of thought for the group and aided in learning task.

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Math teacher "Someone chose A, B, and C. What is wrong with that answer and why?"

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Para to student (1:1) What do you see that you should fix? Para provides a visual field. (Life Skills)

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Math teacher- "Good, so rotate it. See what it looks like Is it congruent or not?"

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Teacher: "A mixed number has two parts. What are they?"

Student response: "A whole number & a fraction"

Teacher: "And how do we say this 2 - 1/2"? And student responded correctly.

Teacher: Where do we use mixed numbers?

Student 1: "In cooking"

Student 2: "Measuring"

Student 3: "For time"

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Student to Student

"No, if you go up 3 then it would be -3. You have to go backwards."

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Student to student:

"Then where's the argument?"

"That is the argument."

"I disagree."

"It's the argument because..."

Feedback: specific that led to use of evidence to support thinking; deeper understanding

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Teacher pushes the student to reflect on past adaptations "What new word did we just learn to say 'every day?'" [student answers] "Good, so write that."

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Teacher to Student

"Great, and can you tell me how many hours that is?" The student responded "7."

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"Spanish teacher is providing the feedback. As you do this work, try to follow step by step; use the instructions."

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Teacher to Student "What would be helpful here? Draw it. You got it!"

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Teacher to a pair of students guiding them with their feedback: "Are you guys working together? I see you have totally different answers for Letter G. So why don't you go over it again and double-check with each other."

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Student Feedback examples in Spanish:

S1 "You should check your pronoun."

S2 "You should probably check your article."

S3 "That looks good." [However the answer was not spelled correctly.]

S4 "Ya, you got it." [No capital letters or punctuation. Teacher had just worked with the group on this a minute earlier."

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Teacher to Student

"You have to do the reflection first. The reflection happens first."

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Teacher to Student as students are in the middle of peer-to-peer work "You gave me a Thumbs up - why?" And had the student explain the reasoning.

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Teacher to Student "Why don't you try?" ___and then gives suggestions"

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Teacher to student:

"You're done already? There's a second side"

Feedback: generic, task completion

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Students are working in pairs to observe the correctness of phrases written in Spanish from English and provide feedback that will lead to a correct response.

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Student to Student

"Replace the 'h' ewith a 'v' and everything else is correct."

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Teacher to Student:

"What did you do? Tell your partner. Does that make sense?" (to partner)

Feedback: helps frame thinking to build a claim/stance.

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Student 1: "I do not know if this is correct?"

Student 2:"Replace the 'h' with a 'u'."

Student 1: "You are also missing a verb."

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Student to student: "They could have addressed the claim in a more clear way. It doesn't have big ideas." (ELA)

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Teacher:Student:Student

Student provided feedback to the other student and the teacher added, "You are correct, but there is a conjugating issue because of what she did first."

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Teacher to student:

"Draw a triangle, rotate it, shift it. Will it be congruent?"

Feedback: clarification of task

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Student to Student

Student responding to another students rating on a rubric:

I do not think it is a zero because a zero means there is no claim"

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In a 7th-grade Spanish class, students were to correctly use food & health vocab to create sentences. They practiced in pairs with whiteboards and shared mistakes/comments/feedback with each other.

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student to student:

"Check your subject pronoun." " "Oh" "Close, but it was..."

peer feedback that guided another student to understanding translation