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Provide feedback to small groups as they work to identify and address roadblocks, put solutions on screen so they can check progress.

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Feedback is important in ELA in order to evaluate whether students are reaching the target objectives or not. After the evaluation piece, it is important to question, critique, and support individual students in their pursuit of target objectives. Questioning, critiquing, and supporting are the three elements I put into play during Work Time for my students.

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I ask questions and second questions... by that I mean I am often asking why or what does that look like or something similar.

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I give a lot of in-class work time for assessments. During that time, I try to individually confer with each and every student two or three times during the block. I can give personalized feedback during work, hit trouble areas, and check the progress of students individually.

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We agreed that we confer while walking and talking to them -moving them on with open-ended questions

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We agreed that we confer while walking and talking to them -moving them on with open-ended questions

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Confer with students during working. I also provide feedback on daily assignments they turn in. I can often ask students to redo an assignment if incorrect.

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I use conferring and notes in my conferring notebook.

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Before we start:
I sometimes use electronic assignments that give immediate feedback. Then students are encouraged to then reflect about the assignments in their Interactive Notebook.

End of session:
I want to also try to have a conversation/debrief
with students at least once a unit.

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Conferring with my students based on their performances within class. Depending on the performance, give direct feedback in a large group as ideas pop up, or wait to give "performance notes" at the end of the performance. One on one conferring works when we have more traditional units such as  theatre history.

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Having the students show me what their code/apps are doing. And it shows me where they are.

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I talk with me students as they are working and have them explain their work.

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I do a lot of talking and taking short notes over what they have said. I also do a lot of responses/ reflections on canvas.

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Confer with students. Ask meaningful questions. Catch if needed and model.

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As students work with partners, I circulate and listen to the conversations so I can individualize my input to each student and each context.

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In my co-taught classes during work-time I walk around and ask questions that require higher level thinking without just a yes/no answer

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conferring and asking meaningful questions

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We are struggling to use a conferring notebook and figured that we can get together right after setting kids to work on work time and we can decide on what notes we want to take (what we want to learn about our kids' thinking).

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Students complete a "Daily Lab Sheet"...on this they provide an objective, vocabulary practiced, and explained what they accomplished. I write feedback on this form based on what we conferred about during class that day.

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I ask questions that help to move the student to the desired outcome. Also allow students to ask me any questions that they may have to see where their thinking is at.

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Conferring and exit tickets work for us.

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I walk around and have conversations to make sure kids are on task and answer questions. I also step back and listen to the conversations around the room to see how they figure it out.

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Conferring is important, students identify gaps in their learning and informs lesson plans moving forward

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Through building relationships you can better determine students struggles so you know when to check in and what particular tasks may be more difficult or not rigorous enough for students.

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Desmos Teacher activities http://teacher.desmos.com have a "dashboard" that lets me see where every student is in the activity's progress, and then I can share feedback to them immediately.

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Confer, questioning, model

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I meet with kids while they are working. Working one on one with students I get a good understanding what they know
and what they don't.

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Conferring, guiding questions, asking questions (related to learning objectives), observing and proximity

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Confer with students and ask them deeper level questions about the topic, ask them to explain how they came to their answer not just what their answer is.

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We don't have a SYSTEM of feedback, but reflected on creating activities that allow students the chance to engage WITH the feedback.

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Ask students to show me one thing they have accomplished-sometimes speed share that info

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Ask students to show me one thing they have accomplished-sometimes speed share

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Ask students to show me one thing they have accomplished-

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Ask students to show me one thing they have accomplished

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Ask students to show me one

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Q/A
Ask them to show and tell
Clarify

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I check in with students strategically throughout the classroom, ones I feel typically "get it" and others who typically struggle.

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Per a convo with Callie, I've started asking students "What are you figuring out?" during work time. This allows them to respond with wherever they are at in the moment.

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Verbal response during opportunities to respond.

Having students justify each others answers to help further understanding of solving, simplifying, or identifying.

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While conferring, I ask them to share their writing, no matter where they are in the process. I read, then I ask thought-provoking questions about the topics, but also about why they wrote what they did, why they structured their piece, why they made the choices they did in sources, etc.

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Students post daily questions which are addressed by priority (depending on how closely is the question to the learning target) in next day openers, written response by teacher, or student swap an answer.

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Students post daily questions which are addressed by priority (depending on how closely is the question to the learning target) in next day openers, written response by teacher, or student swap an answer.

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Conferring

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Get with students and see where they are at by asking a Question, if they can not answer the question they are required to get me the answer before they leave.  Allows me to push student to the next level depending on where they are at in their learning.

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I go to tables and confer with students individually and question them.

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While conferring, I write some of them a note in their notebooks. I also write things in my notebook that I know we need to readdress as a class as well as things we are doing well to bring attention to it.
Burnside

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In a co-taught class, the other teacher and I give feedback on OneNote. We also give feedback on their written work. We push their thinking with questions linked to the learning target verbally during class work time.

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Choose one problem to give every student feedback on. (Check that one problem on every students paper)

Written feedback on this problem (silent feedback) or confer with students who got it incorrect to find misconceptions. Often use those misconceptions for whole group checks.

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Conferring, bouncing around the room, activities that are self-checking, partner activities.

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We check understanding by asking the essential question or learning target. If students are unsure or do not understand we will revisit the material needed for comprehension. This can be done on an individual or group basis.