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the validation through the naming of the strategy and also through their peers agreeing with the answer/strategy

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Individually met with students to go over math tests. Students took ownership of their learning by talking about what they did well and where they need to improve.

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-helps to support, encourage and prompt higher level thinking

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-comments on the cloud during revising and editing in writers workshop (organization of writing, grammar, punctuation)
-kindie:verbal! helps in the moment but need repeated practise to make difference "I like how you put a finger space between your words!"
-pencil grip feedback

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self assessment
students are able to see how their strategy worked

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Feedback given orally in personal conference.
Students go back and attempt to apply the feedback they have been given within the same period.  At the end of the period, the expectation is that the students have applied the feedback that was shared during the conference.

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Students give feed back when they peer assess based on success criteria for making non-fiction story boards.

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Students in my class had to use the elements of design in advertising to create a print AD about a product of their choice. We conferenced in pairs  using a check list of the elements  to determine what they had accomplished and I wrote directly on their organizer what their next steps could be using the checklist of elements.  Students then used the feedback to create good copies of their advertisements. 

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Students in my class had to use the elements of design in advertising to create a print AD about a product of their choice. We conferenced in pairs  using a check list of the elements  to determine what they had accomplished and I wrote directly on their organizer what their next steps could be using the checklist of elements.  Students then used the feedback to create good copies of their advertisements. 

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Feedback: Google Doc. comment- for Science R.A.F.T
Evidence: Some students made corrections, which was seen in the document, while other students needed conferencing with further details on how to make changes

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Feedback: Whole class and individual conferencing
Evidence: Some students used my whole class feedback as noted when I conferenced with them and others needed an individual reminder and then were able to use feedback to extend their ideas for example